Grades K-5 Short Term Program Expanded Core Curriculum (ECC) Activities for
2015-16
1. Independent Living Skills
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Theme- Dinner Parties
Visiting local farmers’ market/local stores
Practicing a variety of cooking skills while learning about various cooking methods
Handling food safely
Grocery store familiarity
Using public transportation for community travel
Practicing money skills in real world settings
Making inquiries and asking for personal assistance in stores
Planning shopping strategies
Using a variety of kitchen appliances
Using low vision devices in real world settings
Weeks of August 17-28
Laundry Skills (sorting, washing, drying, and folding)
Money Skills (money identification, counting, earning money, storing money, making change)
Go Green dinner party (foods from local farmers)
Picnic Dinner party (Picnic foods eaten outside)
Weeks of October 6-16
Personal independence skills (knowing personal information, dressing skills if needed,
telephone skills, vending machines, informational reading, walking trips, grocery stores)
Food bar dinner parties (taco bar, burger bar, crepe bar, etc.)
Weeks of November 9-20
Cleaning skills (making bed, dusting, vacuuming, sweeping, washing dishes, using
a dishwasher)
Potluck dinner party (everyone shares a favorite recipe to prepare from their family)
Weeks of January 4-15
Social Skills (initiating, listening with all available senses, expected behaviors,
perspective, and sharing)
Chopped dinner party (modeled after the television show “Chopped”)
Soups-On dinner party (Nothing but a variety of soup)
Week of February 22 – March 4
Recreation/Leisure skills (card games and board games)
Movies and Books dinner party (Choose a book or movie and develop a menu around the
plot.)
Weeks of April 25 – May 5
Recreation/Leisure skills (gardening skills, yard games)
Color Palette dinner parties (rainbow of colors on the plate, combination of twothree colors, or all one color)
If student is staying in the dorm, further age appropriate independent living skills will
be reinforced daily such as personal hygiene, dressing, laundry, and basic household
cleaning chores.
ECC activities listed below are embedded as needed throughout student’s STP
sessions and are based solely on individual needs.
2. Sensory Efficiency, Vision Resource and Self Determination
Grades K-3
 Studying the parts of the eye (pupil, iris, lens, retina, optic nerve, brain)
 Creating an eye diagram using tactual art materials
 Eye Safety
 Beginning understanding of individual eye condition
 Creating a beginning vision statement and a folder of vision information
 Exploring near and distant low vision devices
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Grades 4-5
Beginning note taking skills
Studying the visual system and the parts of the eye (cornea, sclera, aqueous
humor, pupil, iris, lens, vitreous humor, retina, choroid, fovea, macula, optic nerve,
brain)
Using eye models and diagrams. Creating an eye diagram using tactual art materials
Eye Safety
Understanding of the breakdown in the visual system that has resulted in personal
eye condition
Understanding of common eye conditions (Glaucoma, Cataracts, Nystagmus, RP,
ROP, Albinism)
Creating a vision statement and a folder to store vision information
Exploring near and distant low vision devices
Self Determination activities: identification of strengths and challenges, selfacceptance, coping strategies, stress management, communication and personal
advocacy, decision making, setting long and short term goals, rights and
responsibilities, and identifying resources.
3. Assistive technology
 Keyboarding
 Recorded text
 Magnification systems (Closed Circuit TVs, small electronic magnifiers, etc.)
 Computer access using screen reading/magnification
 Exposure to electronic note takers
 Exposure to new and emerging technology
4. Compensatory and Access Skills
 Completion of Core Content assignments; keeping students up to date with
class work from their local school
 Pre-Braille/ Braille skills
 Listening skills
 Beginning abacus skills
 Nemeth code
 Using Braille/accessible print in all classes and activities
5. Social Interaction and Recreation & Leisure
 Participation in Core Content classes with visually impaired (VI) peers
 Participation in adapted PE classes with VI peers
 Using Braille skills/ magnifier skills to play board games
 Opportunities to connect and build friendships with VI peers throughout the state
 Participation in leisure group activities with VI peers
 Participation in intramural/interscholastic sports with VI peers
6. Orientation and Mobility
 Individual instruction as determined by the IEP
 Exposure to KSB campus and community travel
7. Independent Living Skills
 Organizing classroom materials, personal items, etc.
 Dressing skills
8. Career
 Knowledge of personal data
 Job success skills such as cooperation, understanding job responsibilities, making
decisions, getting along with others, communication, etc.
 Visiting local farmers’ market/orchard/local stores/ restaurant/community resources
such as library, post office, etc.
Grades 6-8 Short Term Program Expanded Core Curriculum (ECC) Activities for
2015 - 2016
9. Independent Living Skills
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








Theme- Dinner Parties
Visiting local farmers’ market/local stores
Practicing a variety of cooking skills while learning about various cooking methods
Handling food safely
Grocery store familiarity
Using public transportation for community travel
Practicing money skills in real world settings
Making inquiries and asking for personal assistance in stores
Planning shopping strategies
Using a variety of kitchen appliances
Using low vision devices in real world settings
Weeks of August 31 – September 17
Laundry Skills (sorting, washing, drying, and folding)
Money Skills (earning money, storing money, making change, making purchases,
comparison shopping)
Go Green dinner party (foods from local farmers)
Picnic dinner party (picnic foods eaten outside)
Weeks of October 12 – 23
Personal Independence Skills (Personal information, telephone skills, vending machines,
informational reading, convenience stores, grocery stores, drug stores and public
transportation)
Food Bar dinner parties (taco bar, burger bar, crepe bar, etc.)
Weeks of November 30 – December 11
Cleaning skills (making beds, dusting, vacuuming, sweeping, washing dishes, using a
dishwasher)
Potluck dinner party (everyone shares a favorite recipe to prepare from their family)
Weeks of January 19-29
Social Skills (initiating, listening with all available senses, expected behaviors,
perspective, and sharing)
Chopped dinner party (modeled after the television show “Chopped”)
Soups-On dinner party (Nothing but a variety of soups)
Weeks of March 7-25
Recreation/Leisure skills (Card games, board games, gardening skills, yard games)
Movies, Books, and Plays dinner party (Choose a book, movie, or play and develop a menu
around the plot)
Color Palette dinner party (Menu of food with a rainbow of colors, a combination of two-three
colors, or all one color)
If student is staying in the dorm, further age appropriate independent living skills will
be reinforced daily such as personal hygiene, dressing, laundry, and basic household
cleaning chores.
ECC activities listed below are embedded as needed throughout student’s STP
sessions and are based solely on individual needs.
10.
Sensory Efficiency, Vision Resource and Self Determination
Beginning note taking skills
Studying the visual system and the parts of the eye (cornea, sclera, aqueous
humor, pupil, iris, lens, vitreous humor, retina, choroid, fovea, macula, optic
nerve, brain)
Using eye models and diagrams. Creating an eye diagram using tactual art
materials
Eye Safety
Understanding of the breakdown in the visual system that has resulted in
personal eye condition
Understanding of common eye conditions (Glaucoma, Cataracts, Nystagmus, RP,
ROP, Albinism)
Creating a vision statement and a folder to store vision information
Exploring near and distant low vision devices
Self Determination activities: identification of strengths and challenges, selfacceptance, coping strategies, stress management, communication and personal
advocacy, decision making, setting long and short term goals, rights and
responsibilities, and identifying resources.
11.
Assistive technology
Keyboarding
Recorded text
Magnification systems (Closed Circuit TVs, small electronic magnifiers, etc.)
Computer access using screen reading/magnification
Electronic note takers
Calculators
White board/ interactive capture systems
Translating Nemeth Braille to print math notation
Exposure to new and emerging technology
12.
Compensatory and Access Skills
Completion of Core Content assignments; keeping students up to date
with class work from their local school
Braille skills
Listening skills and exploration of various listening devices
Abacus skills
Nemeth code
Using Braille/accessible print in all classes and activities
13.
Social Interaction and Recreation & Leisure
Participation in Core Content classes with visually impaired (VI) peers
Participation in adapted PE classes with VI peers
Using Braille skills/ magnifier skills to play board games
Opportunities to connect and build friendships with VI peers throughout the state
Participation in leisure group activities with VI peers
Participation in intramural/interscholastic sports with VI peers
14.
Orientation and Mobility
Individual instruction as determined by the IEP
Exposure to KSB campus and community travel
15.
Career
Individual Learning Plan (ILP) development as requested
Knowledge of personal data
Interview skills
Relating to other people in a work setting
Job success skills such as cooperation, understanding job responsibilities, making
decisions, getting along with others, communication, etc.
High School Short Term Program Expanded Core Curriculum (ECC) Activities
for 2015 – 16
16.
Independent Living Skills
Theme – Dinner Parties
 Visiting local farmers’ market/local stores
 Practicing a variety of cooking skills while learning about various cooking
methods
 Handling food safely
 Grocery store familiarity
 Using public transportation for community travel
 Practicing money skills in real world settings
 Making inquiries and asking for personal assistance in stores
 Planning shopping strategies
 Using a variety of kitchen appliances
 Using low vision devices in real world settings
Weeks of September 21 – October 1
Laundry Skills (sorting, washing, drying, and folding)
Money Skills (earning money, storing money, making change, making purchases,
comparison shopping, developing a budget, banking skills)
Go Green dinner party (foods from local farmers)
Picnic dinner party (picnic foods eaten outside)
Weeks of October 20 – November 6
Personal Independence Skills (Personal information, telephone skills, vending machines,
informational reading, convenience stores, grocery stress, drug stores and public
transportation)
Food Bar dinner parties (taco bar, burger bar, crepe bar, etc.)
Weeks of November 30 – December 11
Cleaning Skills (making beds, dusting, vacuuming, sweeping, washing dishes, using a
dishwasher, cleaning bathrooms)
Potluck dinner party (everyone shares a favorite recipe to prepare from their family)
Weeks of February 1 – February 12
Social Skills (initiating, listening with all available senses, expected behaviors, perspective,
and sharing)
Chopped dinner party (Modeled after the television show “Chopped”)
Soups-On dinner party (Nothing but a variety of soup)
Week of March 21 – March 25
Recreation/Leisure Skills (card games and board games)
Movies, Books, and Plays dinner party (Choose a book, movie, or play and develop a menu
around the plot)
Weeks of April 11 – April 22
Recreation/Leisure Skills (gardening skills and yard games)
Color Palette dinner party (rainbow of colors on the plate, combination of two-three colors,
or all one color)
If student is staying in the dorm, further age appropriate independent living skills will be
reinforced daily such as hygiene, dressing, laundry, and basic household cleaning chores.
ECC activities listed below are embedded as needed throughout student’s STP
sessions and are based solely on individual needs.
17.
Sensory Efficiency, Vision Resource and Self Determination
Note taking skills
Studying the visual system and the parts of the eye (cornea, sclera, aqueous
humor, pupil, iris, lens, vitreous humor, retina, choroid, fovea, macula, optic
nerve, brain)
Using eye models and diagrams.
Eye Safety
Understanding the breakdown in the visual system that has resulted in personal
eye condition
Understanding common eye conditions (conditions effecting the: retina, eye
muscles, lens, uveal tract, cornea, and central nervous system)
Creating a vision statement and a folder to store vision information
Exploring near and distant low vision devices
Self Determination activities: identification of strengths and challenges, selfacceptance, coping strategies, stress management, communication and personal
advocacy, decision making, setting long and short term goals, rights and
responsibilities, and identifying resources.
18.
Assistive technology
Keyboarding
Using computer applications
Recorded text
Magnification systems (Closed Circuit TVs, small electronic magnifiers, etc.)
Computer access using screen reading/magnification
Electronic note takers
Calculators
White board/interactive capture systems
Braille translation programs including Nemeth back translation (translating
Nemeth Braille to print math notation)
Scanning for the purpose of Braille translation and creating tactile graphics
Exposure to new and emerging technology
19.
Compensatory and Access Skills
Completion of Core Content assignments; keeping students up to date
with class work from their local school
Braille skills
Listening skills and exploration of various listening devices
Nemeth code
Using Braille/accessible print in all classes and activities
20.
Social Interaction and Recreation & Leisure
Participation in Core Content classes with visually impaired (VI) peers
Participation in adapted PE classes with VI peers
Using Braille skills/ magnifier skills to play board games
Opportunities to connect and build friendships with VI peers throughout the state
Participation in leisure group activities with VI peers
Participation in intramural/interscholastic sports with VI peers
21.
Orientation and Mobility
Individual instruction as determined by IEP
Interpreting campus or neighborhood tactual/print maps with low vision devices
as needed
Exposure to urban environment such as; escalators, revolving doors, high-rise
buildings, etc.
Planning bus routes
Using public transportation to travel to a university
Exposure to various campuses, residential, semi-business, mall and downtown
travel
22.
Career
Individual Learning Plan (ILP) development as requested
Creating a personal data file
Interviewing skills
Relating to other people in a work setting
Job success skills such as cooperation, understanding job responsibilities, making
decisions, getting along with others, communication, etc.
Resume writing
Making connections with Office for the Blind
Job adaptations and modifications for VI
ACT preparation/ test taking strategies as requested
College preparation activities (VI scholarship information, contact with a
university disabilities coordinator, etc.)
Exploring a university campus