Functional Indicator
Curriculum Guide
ACKNOWLEDGEMENTS
Thank you to all of the “lifeskills” teachers for their suggestions, hard work , time and dedication for the past 2 years in updating the “Functional
Indicator Curriculum Guide”, formerly titled “Functional Curriculum”.
A special dedication to Denise Scott, former “lifeskills” teachers, who was instrumental in the updating of the “Functional Indicator Curiculum
Guide”. She was an inspiration to all of us. She like so many of our “lifeskills” teachers had great insight on how to get all to succeed and kept
us focused on the task of updating this resource. Unfortunately Denise is unable to see the finished product as she lost her battle with cancer in
February 2008 and is no longer with us. But her drive to engage students in learning and life stays with us through this “Functional Indicator
Curriculum Guide”.
Using the Functional Indicator Curriculum Guide
Domains, outcomes and indicators are tailored toward the individual needs of students. This document provides a range of
indicators describing what students know and are able to do based on their unique needs.
2
TABLE OF CONTENTS
DOMAIN A…….………………………………………………………………………………………………. 5
Pre-reading
DOMAIN B……………………………………………………………………………………………………..7
Math and money handling
DOMAIN C……………………………………………………………………………………………………..9
Time management
DOMAIN D…………………………………………………………………………………………………….10
Domestic/home living
DOMAIN E…………………………………………………………………………………………………….12
General community
DOMAIN F…………………………………………………………………………………………………….14
Vocational
DOMAIN G…………………………………………………………………………………………………….16
Social skills
DOMAIN H…………………………………………………………………………………………………….17
Communication skills
DOMAIN I……………………………………………………………………………………………………...18
Motor skills
3
Mission Statement
To build on student’s with moderate to severe disabilities abilities and to develop life skills in preparation for
becoming contributing members of the community.
Belief Statements
1. That students with moderate to severe disabilities may require adapted general education curriculum with a
lifeskill focus and a departure from the traditional general education in order to be more directly prepared for the
demands of adult life.
2. That the curriculum framework is not intended to separate students with moderate to severe disabilities from
their peers without disabilities.
3. That the instructional domains contained in this framework overlap with curriculum offered to students in
general education.
4. That efforts should be made to explore educational opportunities where all students are able to learn together.
5. That this is a framework for decision making that should be used as a guide to plan for each individual student.
6. That students with moderate to severe disabilities learn best when family, school, and community form a
partnership to work as a collaborative team to meet the individual needs of each student.
4
NOT HIERARCHICAL
DOMAIN A – READING
PRE-READING
OUTCOME: Students can demonstrate the skills necessary for functional reading.
Self select materials for a
variety of reasons
Points to pictures
Seeks information about
pictures
Follows verbal directions
to find a picture.
Looks at book right side up
Follows a picture schedule
Understands concepts of
print (top-bottom, leftright)
Correctly responds or
answers “yes”, “no”
questions
Listens to a story read by
peer or adult
Demonstrates voice-toprint match (1 spoken
word for each written
word)
Begins to match picture to
word
Recites letters of the
alphabet
Recognizes words by
applying sound or picture
symbols
Recognizes upper and
lower case letters
BEGINNING READING
Names and recognizes
letters and their sounds
Reads food words
Names upper and lower
case letters
Attempts to sound out
words
Reads or identifies letters
to names
Makes sounds for
beginning /ending blends
Reads color words
Matches picture to words
Finds key words in story
Alphabetizes words to the
first letter
Alphabetizes words to the
2nd, 3rd, 4th letter
Reads letters in first and
last name
Can state or give personal
information to familiar
person or stranger when
appropriate as in needing
help
Reads personal
information
Identifies
beginning/ending sounds
Recognizes signs seen in
the community
Reads several high
frequency sight words
including: warning signs
labels, survival words, etc.
Links cause and effect
PERSONAL INFORMATION
Identifies first and last
name
Traces, copies, writes or
types name/personal
information
5
COMPREHENSION
Retells story using picture
cues
Demonstrates meaning of
synonyms
NOT HIERARCHICAL
Predicts story events
Sequence main story
event
Draws conclusions
Sequences with beginning,
middle and end
Highlights key information
Demonstrates meaning of
opposites
Able to answer questions
regarding content of what
was read
Reproduces geometric
shapes with or without
model
Prints name of
parent/guardian
Can imitate a vertical,
horizontal line
Can imitate a circular
stroke
Can imitate any stroke
Writes personal
information
Copies simple words in
manuscript
Fills out daily/weekly
assignment sheet
Types lower case words
and sentences
Writes high frequency
words
Uses correct letter size
and spacing of letters
Writes from imagination
or interest
Uses correct spacing
between words
types personal
information
Uses proper indention for
paragraphs
Writes abbreviations
Handles computer and CD,
flash drive correctly
Addresses, stamps and
mails letters
Writes contractions
Copies sentences correctly
Writes sentences from
dictation
Writes a letter
Writes paragraph of 3-5
sentences on topic
Access using a touch
screen
Edits writing for
punctuation and grammar
Fills out and/or completes
simple graphic organizer
Reads abbreviations
Describe or draw elements
in a story
WRITING
Colors with up, down,
side-side motion
Reproduces upper and/or
lower case manuscript
letters with or without
model
Marks notes/events on
calendar
Writes answers to simple
questions
Operates a simple
keyboarding program
Writes from personal
experience
Fills out a variety of
forms/slips/checks
Writes basic highfrequency writing words
Prints simple messages
Uses spell checker
6
DOMAIN B – MATH - NUMBERS AND MONEY HANDLING
NOT HIERARCHICAL
COUNTING
Outcome: Students can demonstrate skills necessary for using numbers functionally.
Rote counts numbers 1100
Identifies numbers 1-100
Demonstrates and
understanding of 1:1
correspondence
Sequences numbers 1-100
Matches numbers 0-100
or more with sets of
objects
Counts and writes
numbers by 2’s, 5’s, 10’s
and 25’s to 100
Places and counts ordinal
position through tenth
Understand spatial
concepts over, under, etc.
Understands vocabulary of
more, less, half, whole,
etc.
Adds/subtracts 1 digit
numbers with no
regrouping
Multiplies/divides 2 or
more digits with
regrouping
Adds/subtracts 2 digit
numbers with no
regrouping
Matches number card to
number on calculator
Adds/subtracts 2 or more
digits with regrouping
Recognizes and continues
a pattern
LANGUAGE OF MATH
Recognizes and
understands symbols of
math (+, -, =, <, >, $, ¢)
COMPUTATION
Knows
addition/subtraction facts
0-9 from memory
Multiplies/divides 2 or
more digits with no
regrouping
Know
multiplication/division
facts 0-9 from memory
Uses a calculator for
computation
7
MONEY
Names coins/bills
Demonstrates coin
equivalence, penny=1¢,
nickel=5¢, dime=10¢,
quarter=25¢
Estimates amount of
purchase
NOT HIERARCHICAL
Indentifies values of
coins/bills
Totals money amounts
with calculator
Counts like coins
Count mixed coins
Counts mixed coins/bills
Totals money amounts
without calculator
Determines change with
calculator
Determines change
without calculator
Keeps track of amount of
money in personal
account
Writes check and/or
money orders
Keeps record of monthly
spending
Opens checking and/or
savings account
Knows how to use &
maintain a debit &/or
credit card
Budgets for a meal
Demonstrates knowledge
of measuring cups, ¼, ½,
¾ , and 1 cup
Can match actual
measuring cup to specified
measuring cup in recipe
Demonstrates knowledge
pint, quart,1/2 gallon,
gallon
Selects correct bill for
purchase (round up)
PERSONAL FINANCE
Makes simple budget with
monthly income/expense
Keeps money in a safe
location
Maintains a check register
Makes
deposits/withdrawals
Understands the cycle of
earning and spending
Prepare and maintain a
personal budget for a
specific period of time
MEASUREMENT
Locates 1 inch, ½ inch, ¼
inch, etc. on a ruler
Reads a thermometer
Demonstrates knowledge
of measuring spoons, ¼, ½,
¾ , and 1
teaspoon/tablespoon
Uses a scale or balance
Measures ingredients in a
simple recipe
8
DOMAIN C – TIME MANAGEMENT
NOT HIERARCHICAL
CLOCK SKILLS
Read numbers on clock
Sets clock and alarm
Tells time to hour, ½ hour,
5 min, 1 min. intervals on
analog clock/watch
Prepare and maintain a
personal budget for a
specific period of time
Utilizes clock schedule to
go to class, lunch, PE, etc.
Uses clock to determine
elapsed time
Uses a clock to budget
time
Independently manages
time to start a new activity
Estimation of time, “about
a week ago”, “at about 7
o’clock”, etc.
Follows directions using
time (5 minutes to clean
up and then in your seats)
Understands morning,
afternoon, evening
A.M./P.M.
Follows daily written or
icon schedule
States what current day is,
yesterday was and
tomorrow will be
Reads and/or writes days
of week in random order
Locates past and future
dates on calendar
Identifies special calendar
days/holidays/events
Scheduling
Tells seasonal weather and Tells months of year in
months
order
States, spells and writes
days of week in random
order
States, spells and writes
day, month, year
ANTICIPATES UPCOMING EVENTS/ACTIVITIES
Independently manages
calendar/planner and
handles changes in
schedule
Uses calendar/planner for
schedule, appointments,
events
9
DOMAIN D – DOMESTIC/HOME LIVING
NOT HIERARCHICAL
OUTCOME – Students can demonstrate the skills necessary for food preparation and post meal clean up.
Makes food choices
(favorite, healthy, food
groups)
Uses knife to spread
Opens condiments &
containers (milk carton, jar
lids, etc)
Hold & use fork, spoon &
knife appropriately
Pours from container to
cup/glass
Uses sanitary work habits,
washing of hands, not
coughing over foods, etc.
Uses microwave, mixer,
blender, toaster, stove
kitchen timer
Knows safety rules for
kitchen appliances
Makes shopping list
Sets table
Demonstrates knowledge
of appropriate portions
when eating a meal
Eats neatly in own
personal space
Knows cooking
terms/abbreviations
Plans a meal menu
Is able to measure using
cups and spoons
Scrapes food from dishes
into garbage
Sweeps floor and uses
dust pan for pick up
Puts dishes and soap into
dishwasher
Turns on dishwasher
Mops floor
Returns meal items to
storage locations
Understands hot/cold
temperatures
Washes and dries dishes
Puts dishes away
Uses garbage disposal
Wraps and stores food
using Tupperware
containers, twist ties,
Ziploc bags, etc
Wipes table, chairs,
counter tops
Demonstrate knowledge
of using hot pads, oven
mitts, etc.
Follow simple recipe
Can divide/cut food
portions/cake into pieces
for serving others
10
DOMAIN D – DOMESTIC/HOME LIVING (con’t)
NOT HIERARCHICAL
OUTCOME – Outcome: Students demonstrate the skills necessary for grooming and dressing.
Bathes/showers/washes
hair as needed
Brush teeth
Cares for hair
Shaves or allows shaving
as necessary
Put on/off shirt, coat
Pull up/down pants
Button/unbutton
Unsnap/snap
Dresses and undresses
independently
Tie shoes
Zip/unzip and
connect/disconnect article
of clothing
Fastens velcro (shoes, etc.)
Identifies seasonal
clothing
Keeps eye glasses clean
Uses deodorant daily
Matches clothes
Wears clean clothing
Blows nose when
necessary
Purchases own wardrobe
item from store
Knows clothing size
Indicates need to use the
toilet
Reads restroom signs for
Men/Women
Uses toilet paper.
Uses restroom
independently
Washes face/hands with
soap and water or hand
sanitizer
Cares for feminine hygiene
independently
Independently
washes/dries clothes
Dresses appropriately for
weather
11
DOMAIN E – GENERAL COMMUNITY
NOT HIERARCHICAL
Outcome: Students can demonstrate the skills necessary to function as a community consumer.
Uses phone, texting, email
Identifies where clothing
(shoes, shirt, etc.) can be
purchased
Demonstrates appropriate Makes simple purchase at
behavior in the community store or restaurant
Identifies where food can
be purchased
Identifies eating
establishments
Is able to make menu
choices
Uses school or public
library
Uses Laundromat
Uses Post Office
Uses grocery store list
with words/pictures
Uses department store
maps/guides
Ride up/down escalator
Operate elevator (locate
correct level)
Uses vending machine
Uses restaurant menu
Has a plan in case they get
lost
Knows where departments
are within store
Asks for assistance when
necessary
Compares prices and
gathers coupons
Makes list of needed items
Manages money for
purchase
Goes through check out
Is able to get change for
bills when necessary
Is able to determine if
correct change is given
Knows how to
exchange/return item
Carries medical insurance
card
Knows how to fill out
medical forms
Cancels appointments
when necessary
Knows how to use Yellow
Pages/internet for
reference
Knows debit/credit card
responsibilities
Follows directions given
over the phone/email
Uses shopping basket/cart
Knows basics of carrying
and using ID card
12
DOMAIN E – GENERAL COMMUNITY (con’t)
NOT HIERARCHICAL
Outcome: Students can demonstrate the skills necessary for community access
Stays on sidewalks
Basic use of crosswalk
Knows and understands
traffic signals
Demonstrates appropriate
behavior while in vehicle
or community settings
Understands strangerdanger
Accesses internet for
appropriate information
Follows schedule,
arrival/departure
Understands role of
community helpers,
doctors, police officers,
mailman, etc.
Understands how to get
community access
contacts (Parks & Recs.,
etc.)
Recognizes "Handicap”
Accessible" facilities
Demonstrates knowledge
of use of safety and safety
signs within the
community
Navigates/transitions
independently within
community
Knows map skills (North,
South, East, West), read a
road/street map
Navigates/transitions
independently within
school community
Knows how to access
community transportation
Knows rights for
handicapped
Demonstrates
understanding of how to
follow steps to Achieve
community
transportation, cab, “JO”,
etc.
Outcome: Students can demonstrate the skills necessary for recreation/leisure
Participates in group
Chooses a peer to
games/activities/parties/school play/socialize with
dances etc.
Uses playground equipment
Engages in appropriate
leisure activity
independently
Chooses activity to play
with friend
Transitions from room,
etc. to activity displaying
appropriate behavior
Knows basic independent
and/group active social
activities
Is able to find and use
community resources for
Fun & Leisure
Knows basic independent
and/group passive social
activities
Can choose an
item/activity to do alone
13
NOT HIERARCHICAL
DOMAIN F- VOCATIONAL
Outcome: Students can demonstrate skills necessary for employment
Locates classified adds in
looking for employment
and “help wanted” notices
If needs social security
card information knows
how to find
Uses internet to search /
apply for jobs
Writes simple resume
Names parent place of
employment
Carries social security card
& knows social security
number
Demonstrates interview
skills
Writes follow-up
letter/thank you card
after interview
Writes own name or uses
name stamp
Reports to & begins work
promptly
Expresses realistic goals
related to job/careers
Understands each job has
different requirements
Identifies qualifications for
a specific job
Uses break times
appropriately
Writes personal
information
Maintains regular
attendance at work site
Exhibits self motivation as
it pertains to employment
Demonstrates initiative as
it pertains to employment
Attends to and completes
assigned task
Follow rules on worksite
Accepts help from adult &
peers at the worksite
Notifies employer ASAP
when going to be ill or late
Cooperates with employer
Exhibits social courtesies
as it pertains to
employment
Functions in a group
setting
Gathers necessary
materials for work
Keeps personal items in
appropriate place
Retrieve and stores work
materials
Obtains change for a
machine
Sequences daily activities
Addresses envelopes
Reads labels as it pertains
to employment
Matches and sorts by size,
color, shape
Alphabetizes by first letter,
alphabetizes by first two
letters
Packages materials
Completes simple forms as
it pertains to employment
(application, timesheet,
ext.)
Works independently
Follows daily employment
routine independently
Writes a letter using
correct form as it pertains
to employment
Asks for and follow
directions to a location
Brings all necessary
materials to work
Maintains "on-time"
behavior for arrival,
departure, break times
Follows verbal directions
Staples with assistance
Collates with assistance
Places adhesive labels in
position with help
Displays appropriate
behavior on worksite
Stuff envelopes with
assistance
Uses tools
Maintains consistent rate
of production
Works independently
Explores occupations of
personal interest
Follows daily employment
routine independently
Maintain a clean work
area
Takes care of work
materials and equipment
14
DOMAIN F- VOCATIONAL (con’t)
NOT HIERARCHICAL
Tolerates visual/auditory
stimuli in employment
setting
Respects property of
others as it pertains to
employment
Uses measurements
Is able to do assembly line
work
Exhibits occupational
safety
Follows simple pictorial
directions
Recognizes written/verbal
name as it pertains to
employment (time card,
paycheck, etc)
Uses time clock/card
Does not disturb others
during work
Works without continuous
reinforcement
Tolerates working close to
others (proximity)
Tolerates working
consistently for 30/more
minutes on a work task
Corrects unsatisfactory
work willingly
Seeks help if unable to
problem solve on the job
Respects company
materials and equipment
Follows an established
pattern (setting table,
staple items, etc)
Knows how to handle
special equipment
Handles change in
routine/procedure
Shows interest in trying a
new task
Knows procedure for
terminating a job
Maintains work quality
expectations
Using a variety of methods
such as job shadowing,
community job placement,
CREWS, etc. to explore
career options.
Works designated period
without breaks
Handles job emergencies
Indicates when job is
finished
Handles new duties and
responsibilities
Communicates job
responsibilities
Evaluates own job
performance
Correctly completes 1-5
step work tasks
Tolerates interruptions
Is able to problem solve on
the job
Cooperates with fellow
employees
Appropriately transitions
from one work task to
another without difficulty
Manages stress
appropriately
Dresses appropriately for
the job
Demonstrates
understanding of how to
follow steps to achieve
transportation to get to
and from work
15
NOT HIERARCHICAL
DOMAIN G – SOCIAL SKILLS
Outcome: Students will demonstrate the skills necessary for family and social interaction
Follows verbal/written
directions
Joins group of close
friends during lunch
Helps peer with a project
Displays appropriate
greetings
Does simple tasks without
instruction
Compliments friends and
family
Greets friends for specific
purpose
Manages own behavior
without help
Gives feedback and
reinforcement to others
Invites friend over for
social time
Smiles when adults says
name
Turns down offer for
assistance
Shares objects & activities
with peers
Knows when to use
specific behaviors
Ignores inappropriate
behavior
Looks at speaker
Follows situational cues of
others
Gets clarification when
necessary
Makes appropriate choices
Obtains & responds to
relevant situational cues
Stops behavior when told
Gain attention from others
appropriately
Display appropriate
behavior in public/home
Uses appropriate voice
level
Helps someone when help
is needed
Follows/responds
appropriately to directions
given by teachers, para,
supervisor, etc.
Understands
consequences
Understands the physical
space of others
Refrains from interrupting
others
Respects the property of
others
Exhibits good self esteem
Accepts being corrected
Share materials
Sits in group appropriately
Able to take turns in
conversation
Is able to problem solve
Participates in group
activities
Able to make
introductions
Tolerates non-preferred
activity
Understands personal
space/boundaries
Provides information
Shares a task with peer
Resolves conflicts without
physical contact or
abrasive language (stating
emotions/desire or
walking away)
Demonstrates social
courtesies/manners
Maintains peer/adult
relationships
Recognizes & responds to
emotion in self and others
Demonstrates positive
attitude
Organizes own activities
for the day
Sets realistic goals for self
Tells adult of accident or
problem
Participates in
discussions/conversation
Understands situations
where it is o.k. to say "No"
Responds appropriately to
teasing
Knows where to seek
advice
Appropriate usage of cell
phone
16
DOMAIN H – COMMUNICATION SKILLS
NOT HIERARCHICAL
Outcome: Students will demonstrate the skills necessary for functional communication.
Attends to simple requests
Request/gain attention
and assistance
Responds to own name
Makes eye contact/ eye
gazes
Gives attention to speaker
Gestures yes/no
Responds to facial
expressions
Uses appropriate
expression for situation
Uses augmentative device
Orally uses 3 word phrases
Writes 3 word phrases
Associates pictures with
wants and needs
Answers question after
verbal information given
Asks “wh” questions
Makes local calls to make
request / give information
Articulates/communicates
fluently
Initiates social courtesies /
responds to social
courtesies
Uses appropriate voice on
telephone
Responds to own name
Provides information
about person, event,
object
Takes turn in conversation
Uses
plurals/pronouns/past
tense/future tense
Responds to names of
others
Responds to ‘Who’s that?’
Demonstrates letter
writing
Verbalizes own feelings to
others
Relays messages or
information
Responds to yes/no
Responds to ‘Show me___’ Responds to ‘Point to___’
Responds to ‘What’s that?’
Responds to ‘When?’
Responds to ‘Where?’
Gives a response to ‘Why?’
Follows simple verbal
directions / written
directions
Gives a response to ‘Why?’ Gives a response to
“How?”
Follows simple verbal
directions / written
directions
Follows multi-step verbal
directions / written
directions
Demonstrates active
participation in
conversations
(reciprocates
conversations)
17
DOMAIN I – MOTOR SKILLS
NOT HIERARCHICAL
Outcome: Student will demonstrate functional motor skills.
Purposeful reaching
Picks up, holds, uses pencil
or marker easily
Cuts with scissors on
straight line and/or circle
Grasps with thumb and
one finger
Uses two fingers to obtain
small object
Cuts food into bite-sized
portions
Places object rather than
drops
Uses two hands to obtain
large object
Uses appropriate pace in
movement throughout
their environment
Ties / slips on / velcros
shoes
Imitates vertical and/or
horizontal marker strokes
Uses Computer keyboard
accurately
Cuts with scissors
Copies cross, square,
triangle
Manipulates phone
keypad accurately
18