Le Conte Middle School
Ms. Rosario’s Guided Voc Ed and Peer Counseling
Social Skills Project/Career Awareness Syllabus
All students in this program are expected to progress through the Core Curriculum with supports provided by the case managing specialist. The program is for 6th – 8th grade students some who have ASD. The program also includes typical peers for modeling, mentoring and support.
Units are self-contained and the order below is recommended. Student immediate needs may over-ride the Social Skills classroom tentative schedule of instruction. These subjects are enhanced through games, video and comic life projects, role play and other fun activities. Subjects include the following:
Introduction and communication presentation: Establish class expectations, set
a tone of community and teamwork; identify how project protocols are
presented. Students will engage socially and begin to get to know one
another, the components and variety of communication skills and settle
into real roles (grade level, peer, advocate, student)
Expected/Unexpected behaviors: Students will become knowledgeable
Ofand able to identify expected as well as unexpected behaviors;
Respond to unexpected behaviors with simple strategies; and replace
Unexpectedbehaviors in different situations.
Implementing Drama Role Play to Create Videos as activities to enhance
Life and social skills learning experience
Friendship and Bullies: Students will define and explore the types of
friendships and roles of an aggression pattern that includes Victims and
bullies, demonstrating their understanding of strategies to getpositive
outcomes, build and keep friends and avoid anxiety-producing
relationships. Five-step problem solving process will be practiced in
groups.
Friendship: Students will gain understanding of the progression and
development of friendship over time. Students will identify
behavior and efforts as elements that either contribute or detract
from the growth of friendship. Students will evaluate their own
behavior as it impacts their relationships with others, including
responsibilities to family, teachers, peers and others. Students
will practice real world skills to engage with peers, familiar and
new, to increase social interactions and deepen friendships.
Regulation/Dysregulation (general): Students will be able to identify
Anddiscuss how people respond to unexpected events/situations that
cause them stress, how stress or anxiety are manifested into
identifiable, unexpected behaviors.
Regulation/Dysergultion (personal): Students will identify and learn the
definitions of key emotions, categorize levels of emotional groupings,
and explore how they handle being uncomfortable. Students will
research and present in groups ways of handling a variety of uneasy
or confusing situations.
Attentional Focus: Students will use verbal and non-verbal cuing, data
collection and self-monitoring to explore paying attention to themselves,
how they interact with their environment, demonstrating through role
play.
Tracking Emotions: Students choose an emotion they struggle with
Anddocument how often it occurs, explore what triggers the emotions,
how they respond to it and share outcomes in like groupings through
visual presentation.
Skill Acquisition: Students research effective skills important to being
successful socially at school and beyond, including focusing on
individual improvement of a selected skills through research,
self-monitoring and building a strategy to improve deficit skill.
on-going tracking of progress will continue throughout the year.
Community Service: Students will identify their place in the school,
Localcommunity, state, national and world stages with a focus on
being ofservice. In small groups, they will choose and research an
existingnon-profit group to promote within the school community. The
projectmay be on-going (such as the Walk for Autism Speaks) or
simply anexploratory presentation.
Job Options: Students will be introduced to on-going program of skills
and pathways necessary for future employment beginning with
inviting adults into our classroom for a weekly presentation of
their personal story and accomplishments. Job Options continues
throughout the year with individual invitations, presenters, projects
and field trips (if possible) to explore the work world.
Le Conte Middle School
Ms. Rosario Peer Counseling Period 7 Monday Wednesday
Social Skills Project/Career Awareness Syllabus
All students in this program are expected to progress through the Core Curriculum with supports provided by the case managing specialist. The program is for 6th – 8th grade students some who have ASD. The program also includes typical peers for modeling, mentoring and support.
Units are self-contained and the order below is recommended. Student immediate needs may over-ride the Social Skills classroom tentative schedule of instruction. These subjects are enhanced through games, video and comic life projects, role play and other fun activities. Subjects include the following:
Introduction and Communication: Establish class expectations, set
a tone of community and teamwork; identify how project protocols are
presented. Students will engage socially and begin to get to know one
another, the components and variety of communication skills and settle
into real roles (grade level, peer, advocate, student)
Expected/Unexpected behaviors: Students will become knowledgeable of
and able to identify expected as well as unexpected behaviors;
Respond to unexpected behaviors with simple strategies; and replace
Unexpectedbehaviors in different situations.
Regulation/Dysregulation (general): Students will be able to identify
Anddiscuss how people respond to unexpected events/situations that
cause them stress, how stress or anxiety are manifested into
identifiable, unexpected behaviors.
Regulation/Dysergultion (personal): Students will identify and learn the
definitions of key emotions, categorize levels of emotional groupings,
and explore how they handle being uncomfortable. Students will
research and present in groups ways of handling a variety of uneasy
or confusing situations.
Friendship and Bullies: Students will define and explore the types of
friendships and roles of an aggression pattern that includes Victims and
bullies, demonstrating their understanding of strategies to getpositive
outcomes, build and keep friends and avoid anxiety-producing
relationships. Five-step problem solving process will be practiced in
groups.
Attentional Focus: Students will use verbal and non-verbal cuing, data
collection and self-monitoring to explore paying attention to themselves,
how they interact with their environment, demonstrating through role
play.
Tracking Emotions: Students choose an emotion they struggle with
Anddocument how often it occurs, explore what triggers the emotions,
how they respond to it and share outcomes in like groupings through
visual presentation.
Skill Acquisition: Students research effective skills important to being
successful socially at school and beyond, including focusing on
individual improvement of a selected skills through research,
self-monitoring and building a strategy to improve deficit skill.
on-going tracking of progress will continue throughout the year.
Communication skills and Friendship: Students will gain understanding of the
progression and development of friendship over time. Students will identifybehavior and efforts as elements that either contribute or detract
from the growth of friendship. Students will evaluate their own
behavior as it impacts their relationships with others, including
responsibilities to family, teachers, peers and others. Students
will practice real world skills to engage with peers, familiar and
new, to increase social interactions and deepen friendships.
Job Options: Students will be introduced to on-going program of skills
and pathways necessary for future employment beginning with
inviting adults into our classroom for a weekly presentation of
their personal story and accomplishments. Job Options continues
throughout the year with individual invitations, presenters, projects
and field trips (if possible) to explore the work world.
Community Service: Students will identify their place in the school,
Localcommunity, state, national and world stages with a focus on
being ofservice. In small groups, they will choose and research an
existingnon-profit group to promote within the school community. The
projectmay be on-going (such as the Walk for Autism Speaks) or
simply anexploratory presentation.