Health Education is experienced and integrated and a life long commitment to a positive healthy lifestyle can be actualized. Students should become familiar with their health by acquiring the knowledge, Skills, attitudes, and behaviors needed to make a life long commitment to their health.

Knows the influence or rest, food choices, exercises, sleep and recreation on a person's well being - Personal Health: Goal Stems 1, 2 and 3

Understands the influence of rest, food choices, exercise, sleep and recreation on a person's well-being - Personal Health: Goal Stems 2 and 3

Sets a personal health goal and makes progress toward its achievement - Personal Health: Goal Stems 3 and 4; Alcohol, Tobacco and Other Drugs: Goal Stem 5; Nutrition: Goal Stems 1 and 2

Knows the relationship between physical health and mental health - Personal Health: Goal Stem 3; Individual Growth and Development: Goal Stem 3

Knows that making health-related decisions and setting health goals sometimes requires asking for assistance - Consumer and Community Health; Goal Stems 1 and 2; Alcohol, Tobacco and Other Drugs: Goal Stems 2 and 3

Understand how changing information, abilities, priorities, and responsibilities influence personal health goals - Personal Health: Goal Stem 2; Communicable and Chronic Disease: Goal Stems 1 and 2; Consumer and Community Health: Goal Stem 1

Knows personal health strengths and risks (e.g. results of a personal health assessment) - Consumer and Community Health: Goal Stems 1 and 2; Family Living: Goal Stem 2; Alcohol, Tobacco and Other Drugs: Goal Stem 1

Knows strategies and skills that are used to attain personal health goals (e.g., maintaining and exercise program, making healthy food choices ) - Personal Health: Goal Stem 4; Consumer and Community Health: Goal Stem 1; Nutrition: Goal Stem 2

Knows how personal behaviors relate to health and well-being and how these behaviors can be modified if necessary to promote achievement of health goals throughout life (e.g., following a personal nutrition plan to reduce the risks of disease, periodically self-assessing physical fitness) - Personal Health: Goal Stem 3; Communicable and Chronic Disease: Goal Stems 1 and 2; Family Living: Goal Stem 2; Nutrition: Goal Stems 1 and 2; Alcohol, Tobacco and Other Drugs: Goal Stems 1 and 5; Consumer and Community Health: Goal Stem 1

Knows how to classify food according to food groups - Nutrition: Goal Stems 1 and 2

Knows the relationship between good nutrition and overall health (e.g., recognizes healthful food choices) - Nutrition: Goal Stems 1 and 2

Uses nutrition information to make healthful food choices - Nutrition: Goal Stems 1 and 2

Knows healthy eating practices (e.g., eating a nutritious breakfast, eating a variety of foods, eating nutritious meals and snacks at regular intervals to satisfy individual energy and growth needs; using the USDA Food Guide Pyramid to plan meals) - Nutrition: Goal Stems 1 and 2

Knows how food preparation methods and food handling practices affect the safety and nutrient quality of foods - Nutrition: Goal Stems 1 and 2

Knows eating disorders that affect health adversely (e.g., anorexia, overeating, bulimia) - Personal Health: Goal Stems 2 and 3

Knows factors that influence food choices (e.g., activity level, peers, culture, religion, advertising, time, age, health, money/economics, convenience, environment, status, personal experience) - Nutrition: Goal Stem 2

Knows the principals of food safety involved with food safety involved with food storage and preparation( e.g. proper refrigeration, hand washing, proper cooking and storage temperature

Nutrition: Goal Stem 1 and 2

Knows basic personal hygiene habits required to maintain health ( e.g. caring for eyes, ears. nose, skin, hair. teeth and gums) Personal Health: Goal Stem 2

Knows common health problems that should be detected and treated early- Consumer and Community Health: Goal Stem 1 and 2: Goal Stem 1and 2: Personal Health: Goal Stem 4

Knows how positive health practices and appropriate health care can help to reduce health risks - Personal Health: Goal Stem 1,2 and 4: Communicable and Chronic Disease: Goal Stem 1and 2 Knows and shares feelings in appropriate ways- Individual growth and Development: Goal Stem 2 and 3.

Knows common sources of stress for children and ways to manage stress- Personal Health: Goal Stem 3: Individual Growth and Development: Goal Stems 2 and 3

Knows behaviors that communicate care, consideration and respect of self and others ( including those with disabilities or handicapping conditions) Communicable and Chronic Disease: Goal Stem 3; Individual Growth and Development: Goal Stem 3.

Knows how attentive listening skills can be used to build and maintain healthy relationships- Family living: Goal Stem 1 and 2: Individual growth and Development:: Goal Stem 2

Knows personal characteristics that contribute to self confidence and self esteem ( e.g. honesty, integrity, and respect for the dignity of others) Personal Health: Goal Stem 3: Individual Growth and Development: Goal Stem 2

Knows strategies for resisting negative peer pressure - Alcohol, Tobacco and Other Drugs Goal Stem 3 Family Living: Goal Stem 2.

Knows how mood changes and strong feelings affect thoughts and behavior, and how they can be managed successfully- Personal Health Goal Stem 3; Family Living: Goal Stem 1 Individual Growth and Development: Goal Stem 3.

Knows appropriate ways to build and maintain positive relationships with peers. Parents and other adults ( including members of different ethnic and cultural groups) Family living: Goal Stem 1 and 2; Individual growth and development: Goal Stem 2.

Understands the difference between safe and risky or harmful behavior in relationships- Communicable and Chronic Disease: Goal Stem 1, 2 and 3; Family living: Goal Stem 2.

Knows ways in which disease can be prevented and treated ( e.g., participating in regular health screenings; practicing behaviors that prevent the spread of germs; taking medications under proper supervision. Healthy food practices, exercising and getting enough rest)- Communicable and Chronic Disease; Goal Stem 1 and 2 Alcohol, Tobacco and Other Drugs: Personal Health : Goal Stem 1 and 2; Nutrition: Goal Stem 1

Knows the signs and symptoms of common illnesses ( e.g., fever; rashes, coughs, congestion, wheezing - Communicable and chronic Disease: Goal Stem 1.

Knows the benefits of early detection and treatment of disease- Communicable and Chronic Disease Goal Stem 2; Alcohol, Tobacco and Other Drugs: Goal Stem 2; Alcohol Tobacco and Other Drugs: Goal Stem 2: Consumer and Community Health: Goal Stem 1 and 2.

Know Ways in which a person can prevent or reduce the risk of disease and disabilities ( e.g. practicing good personal hygiene. making healthy food choices, acknowledging the importance of immunizations, cooperating in regular health screenings and dental examinations)- Consumer and Community Health: Goal Stems 1 and 2 Nutrition Goal Stem 2; Personal Health Goal Stem 1, 2 and 4: Communicable and Chronic Disease: Goal Stem 2,

Know ways to speed recovery from illness ( e.g. cooperating with parents and health care providers, taking prescription or over the counter medicines properly, correctly interpreting instructions for taking medicine) - Alcohol, Tobacco and Other Drugs: Goal Stem 2; Consumer and Community Health: Goal Stems 1 and 2; Communicable and Chronic Disease: Goal Stem 2 and 3.

Understands how lifestyle, family history, pathogens and other risk factors are related to the cause or prevention of disease and other health problems - Communicable and Chronic Disease: Goal Stem 2; Family Living: Goal Stem 2; Personal Health: Goal Stems 3 and 4

Understand the importance of regular health screenings (including scoliosis, vision, and hearing screenings) - Personal Health: Goal Stem 4; Consumer and Community Health: Goal Stem 1

Knows strategies for prevention of HIV and other sexually transmitted - Family Living: Goal Stem 2; Consumer and Community Health: Goal Stem 2

Understands personal rights and responsibilities involved in the treatment of disease (e.g., proper use of medication, the influence of family and culture on the treatment of disease, using effective communication skills to discuss illness with parents and health care providers ) - Alcohol, Tobacco and Other Drugs: Goal Stem 2; Family Living: Goal Stem 1; Consumer and Community Health: Goal Stems 1 and 2

Understands the importance of parental and perinatal care to both the mother and the child - Consumer and Community Health: Goal Stem 1; Individual Growth and Development: Goal Stem 1; Personal Health: Goal Stem 4

Knows basic fire, traffic water, and recreation safety practices ( e,g,. fastening seat belt when riding in a motor vehicle; looking both ways before crossing the street, wearing protective gear during recreational activities; practicing safe behavior in and near water, not playing with matches, not handling firearms)- Injury and preventions: Goal Stem 2.

Knows precautions that should be taken in special conditions ( e.g., bad weather, Halloween, darkness, staying home alone, being approached by strangers, avoiding conflicts)- Injury and Prevention: Goal Stem 2 and 3.

Knows how to distinguish between helpful and harmful substances- Alcohol, Tobacco and Other Drugs Goal Stems 2 and 3.

Knows how to distinguish between helpful and harmful substances- Alcohol, Tobacco and Other Drugs: Goal Stems 1 2 and 3.

Knows ways in which alcohol, tobacco, and other drugs are harmful to the body- Alcohol, Tobacco and other drugs. Goal Stems , 2 and 3.

Knows how to recognizes emergencies and respond appropriately (e.g., uses a telephone appropriately to obtain help; Identifies help from police officers, fire fighters, and medical personnel; treats simple injuries such as scratches, bites, bruises, and first degree burns)- Injury Prevention and Safety: Goal Stem 3

Uses appropriate behavior during fire drills, earthquake and other disaster drills- Goal Injury Prevention and Safety: Goal Stems 2 and 3.

Knows safety rules and practices to be used in home, school and community settings ( e.g. using a seat belt or helmet, protecting ears from exposure to excessive noise, wearing protective equipment for sports, using sun screen or a hat in bright sunlight; identifying hazards in the home )- Injury Prevention and Safety: Goal Stems 1 and 2

Knows methods used to recognize and avoid threatening behaviors ( e.g., not leaning into a car when giving directions to a stranger ) and ways to assistance- Injury Prevention and Safety: Goal 1,2, and 3

Knows the difference between positive and negative behaviors used in conflict situations-Individual Growth and Development: Goal Stem 2; Family Living: Goal Stem 1

Knows some non-violent strategies to resolve conflicts - Family Living: Goal Stem 1; Individual Growth and Development: Goal Stem 2

Recognizes high-risk substance abuse situations that pose an immediate threat to oneself or one's friends or family (e.g., drunk and/or drugged driving, violent arguments as well as how and where to obtain help) - Communicable and Chronic Disease: Goal Stem 2; Consumer and Community Health: Goal Stem 1

Knows influences that promote alcohol, tobacco and other drug use (e.g., peer pressure, peer and adult modeling, advertising, overall availability, cost) - Alcohol, Tobacco and Other Drugs: Goal Stem 1 and 3

Knows ways to avoid, recognize, and respond to negative social influences and pressure to use alcohol, tobacco or other drugs (e.g., refusal skills, self-control) - Alcohol, Tobacco and Other Drugs: Goal Stem3

Knows school and community laws and rules pertaining to tobacco, alcohol, and drug use - Alcohol, Tobacco and Other Drugs: Goal Stem 4

Knows how to differentiate between the use and misuse of prescription and non-prescription drugs and performance enhancing substances - Alcohol, Tobacco and Other Drugs: Goal Stem 2

Child Abuse: Know ways to recognize, respond, and seek assistance if worried, abused, threatened or harassed (e.g., physically, emotionally, sexually) - Consumer and Community Health: Goal Stem 1

Knows basic first aid procedures appropriate to common emergencies in home, school and community (e.g., proper responses to breathing and choking problems, bleeding, shock, poisonings, minor burns; universal precautions to be taken when dealing with other people's blood) - Injury Prevention and Safety: Goal Stem 3

Knows the short and long-term affects associated with the use of alcohol, tobacco, and other drugs on the developing fetus during pregnancy - Alcohol, Tobacco and Other Drugs: Goal Stem 1

Knows the short and long-term affects associated with the use of alcohol, tobacco, prescription drugs, and performance enhancing substance (e.g., physical consequences such as shortness of breath, cirrhosis, lung cancer, emphysema; psychological consequences such as low self-esteem, paranoia, depression, apathy; social consequences such as crime, domestic violence, loss of friends) - Alcohol, Tobacco and Other Drugs: Goal Stems 1 and 5

Knows how to recognize and respond to potential signs of self and other directed violence - Injury Prevention and Safety: Goal Stems 2 and 3; Family Living: Goal Stem 1

Knows the first aid strategies for managing a range of situations involving injury- Injury Prevention and Safety: Goal system 3

Knows injury prevention strategies for family health ( e.g., having a personal and family emergency plan, including maintaining supplies in readiness for emergencies; identifying and removing safety hazards in the home )-Injury Prevention and Safety: Goal Stems 1 and 3

Knows sources and causes of pollution ( e.g., air, ground, noise, water, food) in the community

Environmental Health: Goal Stem 1

Knows ways in which to help support positive family interactions ( e.g., listening to and following directions; following family

y rules; showing concern for other family members )- Family Living: Goal Stem 1; Individual Growth and Development: Goal Stem 2

Knows the roles of parents, Guardians, and the extended family in supporting a strong family and promoting the health of children ( e.g., the limits parents/guardians set for children, the values or religious beliefs taught, behaviors and values modeled- Family Living: Goal Stems 1 and 2

Knows that schools and communities participate in improving health and the environment ( e.g.,walk-a-thons and other fund-raising events; community clean-up projects )- Environmental Health: Goal stem 2

Knows how personal health can be influenced by society ( e.g. culture) and science ( e.g., technology)-Personal Health: Goal Stem 3; Consumer and Community Health; Goal Stem 2.

Knows how communication techniques can improve family life ( e.g., talking openly and honestly with parents, using non violent conflict resolution, using cooperation and considerate behaviors ) Family Living Goal Stem 1; Individual Growth and Development : Goal Stem 2

Knows how the family influences personal health ( e.g., physical, psychological, social )- Family Living: Goal Stem 1; Personal Heath: Goal Stem

Knows effective strategies to cope with change that may occur in families ( e.g.,pregnancy, birth, marriage, divorce, relocation, unemployment )- Family Living: Goal Stem 1; Individual Growth and Development : Goal Stem 2

Knows characteristics needed to be a responsible friend, family and group member ( e.g., participating in family activities, assuming more responsibility for household tasks )- Individual Growth and Development: Goal Stem 2;Family Living: Goal Stem 1

Knows how health related problems impact the whole family-Personal Heath: Goal Stem 3; Family Living: Goal Stem 1

Knows how the physical environment can impact personal heath ( e.g., the effects of exposure to pollutants )- Environmental Heath: Goal Stem 1

Knows the effects on teenage pregnancy on teenagers, their children, their parents, and society- Family Living: Goal Stem 2; Personal Heath: Goal Stem 1

Understands how peer relationships affect health ( e.g., name calling, prejudice, exclusiveness, discrimination, risk-taking behaviors )- Personal Health: Goal Stem 3; Individual growth and Development: Goal Stem 2; Alcohol, Tobacco and other Drugs: Goal Stem 3

Knows how the heath of individuals can be influenced by the community ( e.g., information offered through community organizations, volunteer work at hospitals, food banks, child care centers )-Consumer and Community Health: Goal Stem 1

Understands the responsibilities inherit in dating relationships, marriage, and parenthood-Family living: Goal Stem 2

Understands the effect of teenage pregnancy on teenagers, their children, their parents, and society- Family Living: Goal Stem 2

Knows individual differences ( in terms of appearance, behavior, Physical abilities ) Individual Growth and Development: Goal Stem 1.

Understands the stages of the life cycle from infancy to old age- Individual Growth and Development: Goal stem 1.

Knows the physical, mental, emotional, and social changes that occur throughout the life cycle- Individual Growth and Development: Goal Stem 1 and 3.

Knows that the rate of change during puberty varies with each individual and that people vary widely in size, height, shape, and rate of maturation ( e.g.,body image, body types heredity)- Individual Growth and Development: Goal Stems 1,2 and 3.

Knows factors that influence human growth ( e.g. amount of sleep; types and amounts of food consumed; amount of exercise)- Individual Growth and Development Goal Stem 1; Personal Health Goal Stem 2

Knows the changes that occur during puberty ( e.g., physical changes such as sexual maturation, changes in voice, acne, emotional and social changes such as a growing sensitivity to peer influence, family tensions, mood swings, cognitive and intellectual development)- Individual Growth and Development: Goal Stems 1,2, and 3.

Understands the difference between physical development and emotional maturity-Family Living : Goal Stem 1.

Knows the similarities and differences between male and female- Family Living: Goal Stem 2; Individual Growth and Development: Goal Stem 1.

Knows strategies for coping with concerns and stress related to the changes that occur during adolescence. Personal Health: Goal Stem 3.

Understands how the human body changes throughout the life- Individual Growth and Development : Goal Stem 1; Family Living: Goal Stem 2

Understands the importance of having a realistic body image- Individual Growth and Development and Development: Goal Stem 2

Knows that abstinence is the healthiest choice and knows other methods of contraception- Family Living: Goal Stem 2

Understands a variety of physical, mental, emotional and social changes that occur throughout life, and how these changes differ among individuals ( e.g., young adulthood, pregnancy, middle age, old age, death and dying)- Individual Growth and Development: Goal Stem 1 and 2.

Knows sound health practices in the prenatal period that are important to the health of the fetus and young adulthood, pregnancy, middle age, old age death and dying )- Individual Growth and Development: Goal Stem 1 and 2.

Understands a variety of physical, mental, emotional, and social changes that occur throughout life, and how these changes differ among individuals ( e.g., young adulthood, pregnancy, middle age, death and dying)- Individual Growth and Development: Goal Stems 1and 2

Knows sound health practices in the prenatal period that are important to the health of the fetus and young child ( e.g., diet, refraining from cigarette smoking, use of alcohol, or other drugs) Family Living: Goal Stem 2.

Understand the development of sexuality and how to treat the sexuality of others with respect- Family Living: Goal Stem 2.

Knows community health service providers and their roles ( e.g. paramedics, dentists nurses, physicians, sanitariums, dieticians) - Consumer and Community Health: Goal Stem 1

Knows a variety of consumer influences and how those influences affect decisions regarding health resources, products and services ( e.g. media, information from school and family, peer pressure )- Consumer and community health: Goal 2

Knows various community agencies that provide health services to individuals and families ( e.g., HMOs, public health clinics, mental health clinics substance abuse treatment centers) Consumer and Community Health: Goal Stem 1.

Knows situations that require professional health services (e.g. management of health conditions such as asthma, diabetes)- Consumer and Community Health: Goal Stem 1.

Knows how to locate and use community health information, products and services that provide valid health information- Consumer and Community Health: Goal Stems 1 and 2.

Knows the cost and validity of common health products, services and information - Consumer and Community Health: Goal Stem 1

Knows techniques for seeking help and support through appropriate resources - Consumer and Community Health: Goal Stem 1

IEP4U Writer is an inexpensive, easy to use computerized forms program which can be downloaded into your system. Unlike other programs, IEP4U Writer operates on any computer and has easy to follow, step by step instructions that can be reviewed on this web site, including samples of some of the forms. The system includes student information sheets and has thousands of Ideas Statements. (Objectives) The Ideas Statements are based upon a variety of standardized test questions and includes The California Standards. The program comes with many forms in English and Spanish and will keep track of all your student data from year to year. Many Ideas Statements come with a guide of current functional levels and contains some curriculum suggestions. This program is perfectly designed for teachers of School District's, Special Education Departments to manage their student IEP's. We can customize and personalize forms to match your existing format. We also create special education websites.

For Your Information: Did you know that if you are working on a PC and after you copy and paste my data, you could change "THE STUDENTS" to your students name at by clicking on "Edit" then on "Find and Replace" and modifying all the information once. Larry

Goal Stem # 1 THE STUDENT Will Recognize The Importance Of Health...

By month/year given a teacher-made test, THE STUDENT will list 7 reasons why health is important with 40% accuracy 1 out of 4 trial days, as measured by staff data probes.

By month/year given a teacher-made test, THE STUDENT will list 7 reasons why health is important with 60% accuracy 2 out of 4 trial days, as measured by staff data probes

By month/year given a teacher-made test, THE STUDENT will list 7 reasons why health is important with 80% accuracy 3 out of 4 trial days, as measured by staff data probes
 

By month/year given a teacher-made test, THE STUDENT will be able to indicate whether they are feeling healthy or ill by using pictures or symbols with 40% accuracy 1 out of 4 trial days, as measured by staff data probes.

By month/year given a teacher-made test, THE STUDENT will be able to indicate whether they are feeling healthy or ill by using pictures or symbols with 60% accuracy 2 out of 4 trial days, as measured by staff data probes

By month/year given a teacher-made test, THE STUDENT will be able to indicate whether they are feeling healthy or ill by using pictures or symbols with 80% accuracy 3 out of 4 trial days, as measured by staff data probes

Show pictures of people who are healthy and those who are ill.

Have THE STUDENT categorize the pictures in "healthy/unhealthy" columns

Have THE STUDENT list activities they can do when they are healthy

Have THE STUDENT tell how they feel when they are sick

Role play a h________________________________________

By month/year, given the need to have clean hands before meals/snacks, THE STUDENT will use a wet wash cloth to wipe his/her hands 2 out of 5 trials on 2 consecutive days, as charted by staff.

By month/year, given the need to have clean hands before meals/snacks, THE STUDENT will use a wet wash cloth to wipe his/her hands 3 out of 5 trials on 3 consecutive days, as charted by staff.

By month/year, given the need to have clean hands before meals/snacks, THE STUDENT will use a wet wash cloth to wipe his/her hands 4 out of 5 trials on 4 consecutive days, as charted by staff.
 

By month/year, THE STUDENT will eat five new fruits and vegetables 2 out of 5 trials on 2 consecutive days, as charted by staff.

By month/year, THE STUDENT will eat five new fruits and vegetables 3 out of 5 trials on 3 consecutive days, as charted by staff.

By month/year, THE STUDENT will eat five new fruits and vegetables 4 out of 5 trials on 4 consecutive days, as charted by staff.
 

By month/year, THE STUDENT will void in toilet 2 out of 5 trials on 2 consecutive days, as charted by staff.

By month/year, THE STUDENT will void in toilet 3 out of 5 trials on 3 consecutive days, as charted by staff.

By month/year, THE STUDENT will void in toilet 4 out of 5 trials on 4 consecutive days, as charted by staff.

Have THE STUDENT identify materials needed for hand washing by pointing to pictures or objects, by using yes/no response, or through communication devices

Have THE STUDENT tell why hand washing is important

Make a chart showing the sequence of hand washing

Go to the grocery store and have students name the different fruits and vegetables

Have THE STUDENT indicate which fruits and vegetables they have tried

Cut out pictures from magazines of healthy foods and have THE STUDENT set up samples of healthy meals Role play choosing healthy foods in a restaurant

Play a board game that teaches healthy activity choices

Buy a different fruit or vegetable to be tried each day

Graph the class' response to the fruits and vegetables tasted; likes/dislikes, textures, sweet/sour

By month/year, given the need for adequate sleep to perform well, THE STUDENT will chart bedtime and next day's energy level with 100% accuracy for a period of 10 days, as monitored by staff and family.

By month/year, given the need for adequate sleep to perform well, THE STUDENT will chart bedtime and next day's energy level with 100% accuracy for a period of 10 days, as monitored by staff and family.

By month/year, given the need for adequate sleep to perform well, THE STUDENT will chart bedtime and next day's energy level with 100% accuracy for a period of 10 days, as monitored by staff and family.
 

By month/year, THE STUDENT will show one picture card to express physical and mental state each morning to staff before class begins with 100% accuracy for a period of 10 days, as monitored by staff and family.

By month/year, THE STUDENT will show one picture card to express physical and mental state each morning to staff before class begins with 100% accuracy for a period of 10 days, as monitored by staff and family.

By month/year, THE STUDENT will show one picture card to express physical and mental state each morning to staff before class begins with 100% accuracy for a period of 10 days, as monitored by staff and family.

Create a game using pictures of different social situations, feelings, and physical states showing interaction among them

Sing songs about different feelings

By month/year, given sequence prompt (jig), THE STUDENT will brush teeth at least twice a day without being reminded with 40% accuracy 2 out of 5 sessions, as observed and charted by staff.

By month/year, given sequence prompt (jig), THE STUDENT will brush teeth at least twice a day without being reminded with 60% accuracy 3 out of 5 sessions, as observed and charted by staff.

By month/year, given sequence prompt (jig), THE STUDENT will brush teeth at least twice a day without being reminded with 80% accuracy 4 out of 5 sessions, as observed and charted by staff.
 

By month/year, given sequence prompt (jig), THE STUDENT will open mouth and swallow when an adult is administering medication without being reminded with 40% accuracy 2 out of 5 sessions, as observed and charted by staff.

By month/year, given sequence prompt (jig), THE STUDENT will open mouth and swallow when an adult is administering medication without being reminded with 60% accuracy 3 out of 5 sessions, as observed and charted by staff.

By month/year, given sequence prompt (jig), THE STUDENT will open mouth and swallow when an adult is administering medication without being reminded with 80% accuracy 4 out of 5 sessions, as observed and charted by staff.

Demonstrate and practice proper tooth brushing techniques

Have THE STUDENT pick out their own toothbrushes

Show a video or movie about taking medication properly

By month/year, given question prompt, student will indicate to an adult through vocalization, yes/no response, or pictogram, when he/she is ill with 40% accuracy 1 out of 4 occurrences, as observed and recorded by staff.

By month/year, given question prompt, student will indicate to an adult through vocalization, yes/no response, or pictogram, when he/she is ill with 60% accuracy 2 out of 4 occurrences, as observed and recorded by staff.

By month/year, given question prompt, student will indicate to an adult through vocalization, yes/no response, or pictogram, when he/she is ill with 80% accuracy 3 out of 4 occurrences, as observed and recorded by staff.
 

By month/year, given question prompt, THE STUDENT will use the telephone to schedule an appointment. with 40% accuracy 1 out of 4 occurrences, as observed and recorded by staff.

By month/year, THE STUDENT will use the telephone to schedule an appointment. with 60% accuracy 2 out of 4 occurrences, as observed and recorded by staff.

By month/year, THE STUDENT will use the telephone to schedule an appointment. with 80% accuracy 3 out of 4 occurrences, as observed and recorded by staff.

Role play a nurse-patient relationship

Using pictures or symbols, have students identify places where health services are provided, for example: clinic, hospital, doctor's office, dentist's office, nurse's office

Make a lotto game using pictures and symbols (see preceding activity)

Take a field trip to a local hospital or clinic

Identify health care workers from their pictures

Make a matching game where students match health care titles to pictures

By month/year, given the need for allergy relief, THE STUDENT will correctly select an over-the-counter medication using product label information with 30% accuracy 2 out of 5 sessions, as observed and recorded by staff.

By month/year, given the need for allergy relief, THE STUDENT will correctly select an over-the-counter medication using product label information with 60% accuracy 3 out of 5 sessions, as observed and recorded by staff.

By month/year, given the need for allergy relief, THE STUDENT will correctly select an over-the-counter medication using product label information with 90% accuracy 4 out of 5 sessions, as observed and recorded by staff.
 

By month/year, THE STUDENT will choose the correct size bandage to cover a scrape or cut with 30% accuracy 2 out of 5 sessions, as observed and recorded by staff.

By month/year, THE STUDENT will choose the correct size bandage to cover a scrape or cut with 60% accuracy 3 out of 5 sessions, as observed and recorded by staff.

By month/year, THE STUDENT will choose the correct size bandage to cover a scrape or cut with 90% accuracy 4 out of 5 sessions, as observed and recorded by staff.

Have students choose correct medication for a particular ailment using empty product containers simulating a cut on a doll, have THE STUDENT pick the correct size bandage to cover the "cut

Have THE STUDENT match products to the part of the body on which they are used

Watch a video on using products for good personal hygiene

Sing songs about good health habits

Make a picture collage of grooming products

By month/year, given community outings, THE STUDENT will keep seat belt fastened when riding in moving vehicle 40% of the time over 3 consecutive outings, as observed and recorded by staff.

By month/year, given community outings, THE STUDENT will keep seat belt fastened when riding in moving vehicle 60% of the time over 4 consecutive outings, as observed and recorded by staff.

By month/year, given community outings, THE STUDENT will keep seat belt fastened when riding in moving vehicle 80% of the time over 5 consecutive outings, as observed and recorded by staff.
 

By month/year, given community outings, THE STUDENT will wear protective knee and elbow pads when skating 40% of the time over 3 consecutive outings, as observed and recorded by staff.

By month/year, given community outings, THE STUDENT will wear protective knee and elbow pads when skating 60% of the time over 4 consecutive outings, as observed and recorded by staff.

By month/year, given community outings, THE STUDENT will wear protective knee and elbow pads when skating 80% of the time over 5 consecutive outings, as observed and recorded by staff.

Show movies on seat belt safety

Practice fastening and unfastening seat belts in an actual vehicle

Show pictures of different sport activities and have student match sport to protective gear

Discuss function of protective gear for each sport

Borrow protective gear and show how it's used

Take a field trip to local sport store

Create a board game using pictures (broken glass on ground, sharp tools, riding a bike without helmet, standing in a moving bus) students must make the right response to move forward

By month year, given picture cue of walk symbol, THE STUDENT will remain on the curb until the walk sign comes on, without physical prompts with 60% accuracy over 3 consecutive trial days, as observed and recorded by staff.

By month year, given picture cue of walk symbol, THE STUDENT will remain on the curb until the walk sign comes on, without physical prompts with 70% accuracy over 4 consecutive trial days, as observed and recorded by staff.
 

By month year, THE STUDENT will notify an adult of a problem and remove himself/herself from the situation, without physical prompts with 50% accuracy over 2 consecutive trial days, as observed and recorded by staff.

By month year, THE STUDENT will notify an adult of a problem and remove himself/herself from the situation, without physical prompts with 60% accuracy over 3 consecutive trial days, as observed and recorded by staff.

By month year, THE STUDENT will notify an adult of a problem and remove himself/herself from the situation, without physical prompts with 70% accuracy over 4 consecutive trial days, as observed and recorded by staff.

Play Red Light - Green Light game

Using a large plastic play map of a town, place traffic signs in proper places and have students

move vehicles around town appropriately

On walking field trips, practice crossing streets safely

Role play unsafe situations, and responses to them

Sing songs about good health habits

Refer to activities under Goal Stem # 1

By month/year, given a variety of picture prompts of emergency situation, THE STUDENT will verbalize and demonstrate how to use the emergency response system (911) with 40% accuracy 2 out of 5 trial days, as observed and recorded by staff.

By month/year, given a variety of picture prompts of emergency situation, THE STUDENT will verbalize and demonstrate how to use the emergency response system (911) with 60% accuracy 3 out of 5 trial days, as observed and recorded by staff.

By month/year, given a variety of picture prompts of emergency situation, THE STUDENT will verbalize and demonstrate how to use the emergency response system (911) with 80% accuracy 4 out of 5 trial days, as observed and recorded by staff.
 

By month/year, given a variety of picture prompts of emergency situation, THE STUDENT will line up with staff during fire or disaster drill with 40% accuracy 2 out of 5 trial days, as observed and recorded by staff.

By month/year, THE STUDENT will line up with staff during fire or disaster drill with 60% accuracy 3 out of 5 trial days, as observed and recorded by staff.

By month/year, THE STUDENT will line up with staff during fire or disaster drill with 80% accuracy 4 out of 5 trial days, as observed and recorded by staff.

Practice "duck and cover" drills

Using a disconnected telephone, practice dialing 911

Use teacher guide supplied by phone company to teach telephone skills

Show fire safety and earthquake videos

Take field trip to fire station

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will distinguish between helpful and harmful substances with 50% accuracy 2 out of 5 trial sessions, as observed and recorded by staff.

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will distinguish between helpful and harmful substances with 60% accuracy 3 out of 5 trial sessions, as observed and recorded by staff.

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will distinguish between helpful and harmful substances with 70% accuracy 4 out of 5 trial sessions, as observed and recorded by staff.
 

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will name reasons for not using illegal drugs with 50% accuracy 2 out of 5 trial sessions, as observed and recorded by staff.

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will name reasons for not using illegal drugs with 60% accuracy 3 out of 5 trial sessions, as observed and recorded by staff.

By month/year, given pictures of a variety of substances and pictogram prompts, THE STUDENT will name reasons for not using illegal drugs with 70% accuracy 4 out of 5 trial sessions, as observed and recorded by staff.

Participate in Red Ribbon Week activities at your school

Show models of clean and dirty lungs (available from American Cancer Society)

Show videos on chewing tobacco, smoking, etc.

Invite a speaker to talk about drugs (contact local police department's DARE Program)

Schedule a group to come and perform a skit about drugs

By month/year, given picture schedule, THE STUDENT will take own medications at a prescribed time without reminders with 30% accuracy over 2 consecutive days, as observed and recorded by staff.

By month/year, given picture schedule, THE STUDENT will take own medications at a prescribed time without reminders with 60% accuracy over 3 consecutive days, as observed and recorded by staff.

By month/year, given picture schedule, THE STUDENT will take own medications at a prescribed time without reminders with 90% accuracy over 4 consecutive days, as observed and recorded by staff.
 

By month/year, given picture schedule, THE STUDENT will test self daily to determine blood sugar level 30% accuracy over 2 consecutive days, as observed and recorded by staff.

By month/year, given picture schedule, THE STUDENT will test self daily to determine blood sugar level with 60% accuracy over 3 consecutive days, as observed and recorded by staff.

By month/year, given picture schedule, THE STUDENT will test self daily to determine blood sugar level with 90% accuracy over 4 consecutive days, as observed and recorded by staff.

Take a field trip to a drug store and have the pharmacist explain about labels and use/misuse of drugs

Show empty medicine containers and explain about proper dosage and purpose of medicine

Have a puppet show demonstrating the effects of taking drugs prescribed for another person

Role play situations (having a headache, cold, flu, allergies)

Role play choosing the right medications

By month/year, given role-playing situations, THE STUDENT will respond "no" when offered harmful substances with 40% accuracy over 3 consecutive training sessions as observed and measured by staff.

By month/year, given role-playing situations, THE STUDENT will respond "no" when offered harmful substances with 50% accuracy over 4 consecutive training sessions as observed and measured by staff.

By month/year, given role-playing situations, THE STUDENT will respond "no" when offered harmful substances with 60% accuracy over 5 consecutive training sessions as observed and measured by staff.
 

By month/year, given role-playing situations, THE STUDENT will point to pictures of alcoholic and non-alcoholic beverages upon request with 40% accuracy over 3 consecutive training sessions as observed and measured by staff.

By month/year, given role-playing situations, THE STUDENT will point to pictures of alcoholic and non-alcoholic beverages upon request with 50% accuracy over 4 consecutive training sessions as observed and measured by staff.

By month/year, given role-playing situations, THE STUDENT will point to pictures of alcoholic and non-alcoholic beverages upon request with 60% accuracy over 5 consecutive training sessions as observed and measured by staff.

Make posters with anti-drug messages

Role play resisting offers for harmful substances

Identify differences between alcohol and non-alcoholic drinks

Using empty cans and bottles of different beverages, show how to recognize an alcohol drink Watch commercials or read advertisements about harmful products and analyze them

By month/year, given rule reminders, THE STUDENT will follow school rules about smoking on campus 60% of the time for 4 consecutive days, as observed and reported by staff.

By month/year, given rule reminders, THE STUDENT will follow school rules about smoking on campus 70% of the time for 6 consecutive days, as observed and reported by staff.

By month/year, given rule reminders, THE STUDENT will follow school rules about smoking on campus 80% of the time for 8 consecutive days, as observed and reported by staff.
 

By month/year, given rule reminders, THE STUDENT will tell consequences for using or possessing illegal drugs 60% of the time for 4 consecutive days, as observed and reported by staff.

By month/year, given rule reminders, THE STUDENT will tell consequences for using or possessing illegal drugs 70% of the time for 6 consecutive days, as observed and reported by staff.

By month/year, given rule reminders, THE STUDENT will tell consequences for using or possessing illegal drugs 80% of the time for 8 consecutive days, as observed and reported by staff.

Have a police officer speak about illegal use of drugs and consequences

Have a former drug user talk about judicial consequences he experienced

Show a video about drug and alcohol laws

By month/year, given choice of 5, THE STUDENT will state at least 3 recreational activities that are drug/alcohol free with 40% accuracy 2 out of 5 trial sessions as measured by data probes, as observed by staff.

By month/year, given choice of 5, THE STUDENT will state at least 3 recreational activities that are drug/alcohol free with 60% accuracy 3 out of 5 trial sessions as measured by data probes, as observed by staff.

By month/year, given choice of 5, THE STUDENT will state at least 3 recreational activities that are drug/alcohol free with 80% accuracy 4 out of 5 trial sessions as measured by data probes, as observed by staff.
 

By month/year, given choice of 5, THE STUDENT will choose alcohol/drug free activities from a field of____ pictures using eye gaze or pointing. with 40% accuracy 2 out of 5 trial sessions as measured by data probes, as observed by staff.

By month/year, given choice of 5, THE STUDENT will choose alcohol/drug free activities from a field of____ pictures using eye gaze or pointing. with 60% accuracy 3 out of 5 trial sessions as measured by data probes, as observed by staff.

By month/year, given choice of 5, THE STUDENT will choose alcohol/drug free activities from a field of____ pictures using eye gaze or pointing. with 80% accuracy 4 out of 5 trial sessions as measured by data probes, as observed by staff.

Contact Friday Night Live Program (check local telephone directory)

Look into local recreation centers and activities for teenagers

Teach students crafts or hobbies to pursue during leisure time

By month/year, given model, THE STUDENT will demonstrate an understanding of the food pyramid by labeling or placing pictures of food in correct positions with 85% accuracy 4 out of 5 trial sessions, as observed and recorded by teacher.

By month/year, given model, THE STUDENT will demonstrate an understanding of the food pyramid by labeling or placing pictures of food in correct positions with 85% accuracy 4 out of 5 trial sessions, as observed and recorded by teacher.

By month/year, given model, THE STUDENT will demonstrate an understanding of the food pyramid by labeling or placing pictures of food in correct positions with 85% accuracy 4 out of 5 trial sessions, as observed and recorded by teacher.

Categorize pictures from magazines to fit the food pyramid

Play a matching game that matches nutritional element to body function (calcium to bone and teeth growth)

Show video about nutrition and good health habits

By month/year, given a communication device, student will choose a healthy food item during nutrition break 2 of 5 trials over 3 consecutive days, as observed and recorded by classroom staff.

Other Sample Behavior:

By month/year, given a communication device, student will choose a healthy food item during nutrition break 3 of 5 trials over 4 consecutive days, as observed and recorded by classroom staff.

Other Sample Behavior:

By month/year, given a communication device, student will choose a healthy food item during nutrition break 4 of 5 trials over 5 consecutive days, as observed and recorded by classroom staff.

Other Sample Behavior:
 

By month/year, THE STUDENT will choose a healthy lunch in the school cafeteria. 2 of 5 trials over 3 consecutive days, as observed and recorded by classroom staff.

Other Sample Behavior:

By month/year, THE STUDENT will choose a healthy lunch in the school cafeteria. 3 of 5 trials over 4 consecutive days, as observed and recorded by classroom staff.

Other Sample Behavior:

By month/year, THE STUDENT will choose a healthy lunch in the school cafeteria. 4 of 5 trials over 5 consecutive days, as observed and recorded by classroom staff.

Make a class cookbook of healthy recipes

Have THE STUDENT prepare a healthy meal

Using food models, set up healthy meals for breakfast, lunch, and dinner

Select healthy foods in the store using lists or shopping picture cards

Read with comprehension nutritional labels on food items

Make a healthy food collage

Sing songs about eating right Make up your own healthy foods "Rap" song

Send home a food diary for meals eaten at home, have parents or student fill it out and discuss results at school

Group foods in many different ways (taste, smell, feel, color, sound, origin, or category)

Show pictures of foods and have students put in correct storage area (refrigerate or cupboard)

By month/year, given a variety of picture prompts, THE STUDENT will label 5 substances that pollute water with 20% accuracy 1 out of 4 trial sessions, as observed and recorded by classroom staff.

By month/year, given a variety of picture prompts, THE STUDENT will label 5 substances that pollute water with 40% accuracy 2 out of 4 trial sessions, as observed and recorded by classroom staff.

By month/year, given a variety of picture prompts, THE STUDENT will label 5 substances that pollute water with 60% accuracy 3 out of 4 trial sessions, as observed and recorded by classroom staff.
 

By month/year, given a variety of picture prompts, THE STUDENT will independently apply sun screen before gong outside for extended length of time with 60% accuracy 2 out of 4 trial sessions, as observed and recorded by classroom staff.

By month/year, given a variety of picture prompts, THE STUDENT will independently apply sun screen before gong outside for extended length of time with 70% accuracy 3 out of 4 trial sessions, as observed and recorded by classroom staff.

By month/year, given a variety of picture prompts, THE STUDENT will independently apply sun screen before gong outside for extended length of time with 90% accuracy 4 out of 4 trial sessions, as observed and recorded by classroom staff.

Have students draw pictures of themselves when they are sunburned and tell how they feel

Discuss how pollution affects the food chain

Have THE STUDENT choose a sun screen in the store by comparing SPF factors

Have THE STUDENT choose sunglasses to protect their eyes form the sun

Using a dust buster, vacuum or broom, clean the floor several times a day and show how dust accumulates during the day

By month/year, given adaptive device, THE STUDENT will use a switch to operate a can crusher to prepare cans for recycling with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, given adaptive device, THE STUDENT will use a switch to operate a can crusher to prepare cans for recycling with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, given adaptive device, THE STUDENT will use a switch to operate a can crusher to prepare cans for recycling with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.
 

By month/year, THE STUDENT will discard trash from lunch with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, THE STUDENT will discard trash from lunch with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, THE STUDENT will discard trash from lunch with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.
 

By month/year, given adaptive device, THE STUDENT will place cans and bottles in a recycling bin with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, given adaptive device, THE STUDENT will place cans and bottles in a recycling bin with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

By month/year, given adaptive device, THE STUDENT will place cans and bottles in a recycling bin with 80% accuracy 4 out of 5 trail days, as measured and recorded by classroom staff.

Take a field trip in the neighborhood an pick up items to be recycled

Take a field trip to a recycling center

Plant a tree at school or in a neighborhood

Learn about endangered species and their links to the environment

Invite a speaker from the Water district to talk about water conservation

Demonstrate and practice water saving techniques in the classroom

Participate in school or community clean-up activities

Start a school garden and/or compost bin

By month/year, given pictures of family and non-family members, THE STUDENT will be able to name family members and state student's relationship to each one with 40% accuracy 2 out of 5 trial days, as observed and recorded by classroom staff.

By month/year, given pictures of family and non-family members, THE STUDENT will be able to name family members and state student's relationship to each one with 50% accuracy 3 out of 5 trial days, as observed and recorded by classroom staff.

By month/year, given pictures of family and non-family members, THE STUDENT will be able to name family members and state student's relationship to each one with 60% accuracy 4 out of 5 trial days, as observed and recorded by classroom staff.
 

By month/year, THE STUDENT will perform a daily chore such as: unloading dishwasher, folding laundry, taking out the garbage without a verbal cue with 40% accuracy 2 out of 5 trial days, as observed and recorded by classroom staff.

By month/year, THE STUDENT will perform a daily chore such as: unloading dishwasher, folding laundry, taking out the garbage without a verbal cue with 50% accuracy 3 out of 5 trial days, as observed and recorded by classroom staff.

By month/year, THE STUDENT will perform a daily chore such as: unloading dishwasher, folding laundry, taking out the garbage without a verbal cue with 60% accuracy 4 out of 5 trial days, as observed and recorded by classroom staff.

Draw a family picture

Make a "My Family Book"

Have THE STUDENT pick out pictures that represent their own family group

Make a family tree

Discuss what makes up a family. Include non-traditional groups such as: group homes, foster homes, single parent families, extended families

Role play acting out family roles

Have THE STUDENT list activities that families could do together

By month/year, given picture prompt of boy or girl, THE STUDENT will be able to tell own sex when asked, with 40% accuracy 2 out of 5 sessions recorded by classroom staff.

By month/year, given picture prompt of boy or girl, THE STUDENT will be able to tell own sex when asked, with 60% accuracy 3 out of 5 sessions recorded by classroom staff.

By month/year, given picture prompt of boy or girl, THE STUDENT will be able to tell own sex when asked, with 80% accuracy 4 out of 5 sessions recorded by classroom staff.
 

By month/year, given picture prompt of boy or girl, THE STUDENT will use correct terminology for body parts during Family Life discussions, with 40% accuracy 2 out of 5 sessions recorded by classroom staff.

By month/year, given picture prompt of boy or girl, THE STUDENT will use correct terminology for body parts during Family Life discussions, with 60% accuracy 3 out of 5 sessions recorded by classroom staff.

By month/year, given picture prompt of boy or girl, THE STUDENT will use correct terminology for body parts during Family Life discussions, with 80% accuracy 4 out of 5 sessions recorded by classroom staff.

Have THE STUDENT brainstorm all slang words for body parts and then give proper terminology

Use male-female body charts to teach correct terms

Show a Family Life video (consult Planned Parenthood in your area for rental information)

Categorize photographs according to gender

Graph how many boys and girls in the class

Have THE STUDENT carry around flour sack "babies" to stimulate parenthood

By month/year, given personal photographs, THE STUDENT will create a personal time line showing student's own growth and development with 40% accuracy 2 out of 5 trial days, as measured and recorded by classroom staff.

By month/year, given personal photographs, THE STUDENT will create a personal time line showing student's own growth and development with 60% accuracy 3 out of 5 trial days, as measured and recorded by classroom staff

By month/year, given personal photographs, THE STUDENT will create a personal time line showing student's own growth and development with 80% accuracy 4 out of 5 trial days, as measured and recorded by classroom staff
 

By month/year, given personal photographs, THE STUDENT will correctly sequence____ pictures depicting stages of the human life cycle with 40% accuracy 2 out of 5 trial days, as measured and recorded by classroom staff.

By month/year, given personal photographs, THE STUDENT will correctly sequence____ pictures depicting stages of the human life cycle with 60% accuracy 3 out of 5 trial days, as measured and recorded by classroom staff

By month/year, given personal photographs, THE STUDENT will correctly sequence____ pictures depicting stages of the human life cycle with 80% accuracy 4 out of 5 trial days, as measured and recorded by classroom staff

Have class sequence pictures depicting stages of life (animal or human)

Have class bring in baby pictures and guess who it is

Discuss natural change of interests as people age (toys they play with, foods they eat, clothes they wear) Draw a time line of each student including major events in life Goal Stem # 2: THE STUDENT Will Develop positive Interpersonal Relationships...

By month/year, given a greeting from peer or adult, THE STUDENT will respond to a greeting with an appropriate response within 3 seconds with 40% accuracy 2 out of 5 trial days, as observed and recorded by classroom staff by.

By month/year, given a greeting from peer or adult, THE STUDENT will respond to a greeting with an appropriate response within 5 seconds with 860% accuracy 3 out of 5 trial days, as observed and recorded by classroom staff by.

By month/year, given a greeting from peer or adult, THE STUDENT will respond to a greeting with an appropriate response within 3 seconds with 80% accuracy 4 out of 5 trial days, as observed and recorded by classroom staff by.
 

By month/year, given a greeting from peer or adult, THE STUDENT will resolve conflicts with a peer through discussion using "I" statement with 40% accuracy 2 out of 5 trial days, as observed and recorded by classroom staff by.

By month/year, given a greeting from peer or adult, THE STUDENT will resolve conflicts with a peer through discussion using "I" statements with 60% accuracy 3 out of 5 trial days, as observed and recorded by classroom staff by.

By month/year, given a greeting from peer or adult, THE STUDENT will resolve conflicts with a peer through discussion using "I" statements with 80% accuracy 4 out of 5 trial days, as observed and recorded by classroom staff by.
 

Role play different conflict situations

Get involved with campus Conflict Resolution Programs

Use a communication device to start conversation or respond to others

Have a student interact with special friends, regular education students, or peer tutors

Play a cooperative game with others.

By ( month/year), given picture cues,( student) will list 3 things he/she likes about him/herself in 4 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff.

By ( month/year), given picture cues,( student) will list 3 things he/she likes about him/herself in 6 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff.

By ( month/year), given picture cues,( student) will list 3 things he/she likes about him/herself in 8 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff.
 

By ( month/year), THE STUDENT will express pride in accomplishment by returning a " high five." in 4 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff.

By ( month/year), THE STUDENT will express pride in accomplishment by returning a " high five." in 6 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff.

By ( month/year), THE STUDENT will express pride in accomplishment by returning a " high five." in 8 out of 10 trials over 4 consecutive sessions, as observed and recorded by classroom staff

Make a poster that shows what's special about each THE STUDENT

Have a THE STUDENT of the week.

Applaud good efforts.

Communicable and Chronic Disease

By month/year, given cue, THE STUDENT will cover mouth when coughing with 40% accuracy for 5 consecutive days as observed and recorded by classroom staff.

By month/year, given cue, THE STUDENT will cover mouth when coughing with 60% accuracy for 5 consecutive days as observed and recorded by classroom staff.

By month/year, given cue, THE STUDENT will cover mouth when coughing with 80% accuracy for 5 consecutive days as observed and recorded by classroom staff.
 

By month/year, given cue, THE STUDENT will name three ways to prevent the spread of diseases with 40% accuracy for 5 consecutive days as observed and recorded by classroom staff.

By month/year, given cue, THE STUDENT will name three ways to prevent the spread of diseases with 60% accuracy for 5 consecutive days as observed and recorded by classroom staff.

By month/year, given cue, THE STUDENT will name three ways to prevent the spread of diseases with 80% accuracy for 5 consecutive days as observed and recorded by classroom staff.

Teach proper hand washing techniques.

Prepare Petri dishes and grow cultures from washed and unwashed hands and compare results.

Role-play how to cover mouths, or noses when sneezing or coughing.

Sing songs about colds and other diseases.

By ( month/year), given picture prompts of situations when diseases could be spread, THE STUDENT will make a choice of behavior pictures or prompts which would protect them from disease from a choice of (2) with 60% accuracy 2 out of 5 trial days, as measured and recorded by classroom staff.

By ( month/year), given picture prompts of situations when diseases could be spread, THE STUDENT will make a choice of behavior pictures or prompts which would protect them from disease from a choice of (2) with 70% accuracy 3 out of 5 trial days, as measured and recorded by classroom staff.

By ( month/year), given picture prompts of situations when diseases could be spread, THE STUDENT will make a choice of behavior pictures or prompts which would protect them from disease from a choice of (2) with 90% accuracy 4 out of 5 trial days, as measured and recorded by classroom staff.
 

By ( month/year), THE STUDENT will get necessary immunization shot as required for school attendance of (2) with 60% accuracy 2 out of 5 trial days, as measured and recorded by classroom staff.

By ( month/year), THE STUDENT will get necessary immunization shot as required for school attendance of (2) with 70% accuracy 3 out of 5 trial days, as measured and recorded by classroom staff.

By ( month/year),THE STUDENT will get necessary immunization shot as required for school attendance of (2) with 90% accuracy 4 out of 5 trial days, as measured and recorded by classroom staff.

Complete worksheets on protective strategies to avoid illness

Show videos on colds and communicable diseases

Have the school nurse demonstrate how hots are given

Investigate AIDS Awareness progress in your area ( parent permission required)

By month/year, given exposure to a person with a communicable disease, THE STUDENT will wash hands with picture prompts with 70% accuracy 2 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:

By month/year, given exposure to a person with a communicable disease, THE STUDENT will wash hands with picture prompts with 80% accuracy 3 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:

By month/year, given exposure to a person with a communicable disease, THE STUDENT will wash hands with picture prompts with 90% accuracy 4 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:
 

By month/year, THE STUDENT will offer a tissue to a peer who has a cold with 70% accuracy 2 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:

By month/year, THE STUDENT will offer a tissue to a peer who has a cold with 80% accuracy 3 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:

By month/year, THE STUDENT will offer a tissue to a peer who has a cold with 90% accuracy 4 out of 5 exposures, as observed and recorded by classroom staff Other Sample Behaviors:

Visit a convalescent hospital.

Discuss the difference between chronic and communicable diseases videos Role play supportive attitudes toward the sick.