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.