Alternate Assessment Curriculum Framework Introduction The D75 Alternate Assessment Curriculum Framework was developed in response to schools’ requests for instructional expectations connected to the Common Core Learning Standards (CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and district content area coaches gathered for four weeks during the summer of 2013, and participated in a collaborative process to create an Alternate Assessment Curriculum Framework. The process included a workshop at the beginning of each week to train the group in the leveled learner concept (Levels B, C, and D), resources available (developmental math skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product expectations. Subsequently, small groups collaborated to develop the leveled learning plans and activities, culminating performance tasks, and the introductory contexts for the different modules. The structure of the framework provides four modules in ELA, Math, Science, and Social Studies created in grade bands (K-2, 3- 5, 6-8, and High School). Four math modules have been developed as grade specific modules for K-8, while High School modules reflect specific conceptual categories. Each module consists of: D 75 Alternate Assessment Curriculum Framework 1 st Grade Math Module 2: Geometry Page 1
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The D75 Alternate Assessment Curriculum Framework was developed in response to schools’
requests for instructional expectations connected to the Common Core Learning Standards
(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and
district content area coaches gathered for four weeks during the summer of 2013, and
participated in a collaborative process to create an Alternate Assessment Curriculum
Framework. The process included a workshop at the beginning of each week to train the group
in the leveled learner concept (Levels B, C, and D), resources available (developmental math
skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and
Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic
Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product
expectations. Subsequently, small groups collaborated to develop the leveled learning plans
and activities, culminating performance tasks, and the introductory contexts for the different
modules.
The structure of the framework provides four modules in ELA, Math, Science, and Social
Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been
developed as grade specific modules for K-8, while High School modules reflect specific
conceptual categories.
Each module consists of:
a context overview
culminating performance tasks for each level
Common Core Learning Standards connections
Career Development and Occupational Studies (CDOS) standards connections
Content standards connections
essential questions
key vocabulary
lesson strands with leveled learning plans and activities for each
Resources list
materials lists
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Underlying the development of the activities included in this document is the profound belief
that students with significant intellectual disabilities need high standards that are reasonable and
achievable given sufficient and appropriate opportunities to learn. All students who participate
in Alternate Assessment classes are expected to be provided with access and exposure to the
content learning expectations of their general education peers at a reduced depth, breath and
complexity. The presented tasks, while not reflecting the degree of higher order skills and
comprehensiveness of expectations established for students participating in the general
assessment system, do reflect reasonable and achievable expectations for students with
significant intellectual disabilities. In addition, they maintain a necessarily broad connection
with the Common Core Standards through a concentrated focus on salient features of specific
Standards. These content area sample learning plans and activities are designed not only to elicit
performances of content area thinking skills/behaviors but also to provide opportunities for
students to engage with, read and/or use content understandings that are imbedded within the
tasks.
The sample learning plans and activities for each strand have been divided into three distinct
levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.
Level D learning plans and activities are reflective of students who experience the most
significant cognitive disabilities within our district. These students are typically working at the
engagement level. Instruction is typically focused on developing the accessing skills that a
student needs to possess. It is understood that for additional information processing to take place,
engagement is a necessary first step. (Please refer to the Essential Thinking Skills and
Behaviors Explanatory Notes document for further information regarding the concept of
Engagement).
Level C learning plans and activities are reflective of students who demonstrate the
essential thinking skill of conceptualization. These students can form mental representations of
a concept and apply this knowledge. They exhibit intentional behavior in response to situations.
They rely heavily on objects, picture cues, a print rich environment, and an exposure to content
in multiple and modified formats to facilitate learning. These students typically work within
Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential Thinking
Skills and Behaviors Explanatory Notes document for further information regarding the
concept of conceptualization, and Webb’s Depth of Knowledge).
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Level B learning plans and activities are reflective of students who demonstrate skill
abilities closest to meeting the CCLS and content standards expectations as they are
written. These are typically students who may participate in inclusion settings and students who
may return to community based instruction programs. These students would be expected to work
in all levels of Webb’s Depth of Knowledge.
The Revision of ModulesThe Alternate Assessment Curriculum Framework was developed to serve as a guide for schools.
It is expected to be modified and adjusted in order to meet school-specific instructional goals and
objectives.
To assist schools with understanding what the revision process entails, the district gathered a
small group of teachers and administrators during the summer of 2014 to revise Math module 2
for third grade, sixth grade, and High School. These modules serve as guiding examples for
schools to refer to as they consider revisions to the additional modules in all content areas.
Along with these examples, a general revision protocol and a sample reflections document from
the summer revision group regarding the revision process can be found at the end of this
introduction.
Each revised Math module 2 (grades 3, 6, and HS) now consists of:
a context overview
culminating performance tasks for each level
sample rubric designs for the performance task at the varied levels
An IEP goal tracking rubric format
Common Core Learning Standards connections
Career Development and Occupational Studies (CDOS) standards connections
Content standards connections
essential questions
key vocabulary
Sequenced lesson strands with leveled learning plans and sequenced activities
Resources list
materials lists
A sample lesson written related to one activity in one strand
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It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and
schools with a resource to better understand how students can be provided with opportunities to
develop targeted skills through content-based instructional experiences that are also applied in
the context of functional activity experiences.
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Revision Protocol
The following is a step-by-step process that schools can reference when they begin
the process of revising a module for their own use. These are generic expectations
in the order they should occur to ensure an efficient and effective revision of a
module. This is by no means the only way in which a module can be revised, but
is intended to provide the essence of what the revision process should include and
be focused around.
1. Understand the standards for the learners in your class/school.
2. Ensure the connection between the standards, the learning strands and the
performance task.
3. Ensure that the learning strands and activities within the activities are
sequenced correctly for your students.
4. Ensure that the learning activities are appropriate for each level (B, C, and
D).
5. Determine and agree upon the specific considerations that must be
accounted for when creating a rubric against the performance task for Level
B, C, and D.
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A reflection Sample on “How to” Revise an Alternate Assessment
Curricular Framework Module of Study (AACF) based on the guiding
protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.
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District 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 3
GeometryCONTEXT
UNIT TOPIC: Geometry
Students begin developing shape recognition and learn geometry in a variety of ways in K-2.
The third module of 1st grade math is connected to geometry and properties of geometric
figures. Students are to be exposed to and taught these mathematical concepts with hands-on
instruction and with concrete manipulatives. Blocks and shape manipulatives of varying sizes
and color are vital for this module.
In Kindergarten students learn to identify basic shapes. Students begin seeing that: all triangles
have 3 sides; rectangles can be different sizes and still be a rectangle, etc. In 1st grade, these
concepts are expanded as students put shapes together and break apart complex shapes into
more familiar rectangles, triangles, squares, etc. There is exposure to fractions in that students
begin breaking down rectangles and circles into halves and quarters. This concept is continued
in the 2nd grade where students are asked to explain what halves and quarters represent.
Students in the 1st grade begin composing more complex shapes by combining 2D and 3D
geometric figures. This skill of composing and decomposing shapes will be important in later
grades.
The sample activities outlined are designed to elicit performances of mathematical thinking and
behaviors, but also provide opportunities for students to get a concrete understanding of
geometry and properties of figures. The activities in this module should be reinforced with
varying concrete manipulatives and repeated practice. Having students compare shapes
throughout the day is a good form of fluency building. Besides asking what shape it is, have
students explain how they know. (i.e. “all of the sides of a square are the same”)
D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry
3. Use two parts of a whole two or three-dimensional shape to create the original shape.
4. Divide circles and rectangles into two and four equal parts using vocabulary of halves,
fourths and quarters.
LEARNING PLANS AND ACTIVITIES
NOTE: Preferred Mode of Communication (PMC) should be considered for all
students in all activities across all levels.
Lesson Strand 1: Defining attributes of shapes (e.g., triangles are closed and three-sided). D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry
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LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in doing a single inset shape puzzle or a simple shape sorter
Touch smart board screen to engage with shapes when told by teacher, “this is a ____”
(if able student can move shape) on screen
Student will engage and interact with a stacking manipulative object (e.g. stacking
blocks, ring stacker)
Student will engage with interactive manipulatives (e.g. cause and effect music/light
toys, pop up toy, etc.) that include shapes and colors
Engage with sponges cut into shapes
Engage in creating a shape picture paint with sponge shapes and paint
Student will hold/grasp a shape on a popsicle stick or some other shape cut out when
directed by teacher to indicate shapes of common objects in the environment (e.g.
teacher point to clock, window, door, etc. and asks “what shape is it?)
Student will engage with rubber balls as they are being placed or by placing the item
that is a circle onto a ramp (e.g. teacher made or purchased product
Students with engage and interact with beanbags of different shapes and colors
Attend to an animated story (e.g. app, you tube, DVD, power point, etc.) involving
shapes
Explore, engage and interact with classroom materials including but not limited to
books, shapes and attribute blocks.
Find Something: Explore and engage with materials presented through eye gazing,
touching or holding the object(s).
Seek and Find: engage with books and objects and explore the shapes properties
through the senses.
Comparing Polygons: Explore two different polygons through the senses (looking,
touching). Engage in activity through sitting with the group and engaging in presented
materials.
Comparing 3D Shapes: Engage and explore three dimensional shapes by looking and/or
touching the objects presented.
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Draw It- Students engage in activity by looking at materials and/or watching other
students draw. Explore raised drawings (ex: glue and sand outlined simple pictures for
texture and sensory input Geo-board shapes: Engagement through looking at presented
materials, watching others creates shapes, and/or exploration of materials using their
senses.
Explore, engage, and interact with shapes in very tactile way: shaving cream, sand
paper, physical representations of different types of shapes. Trace the perimeter of
different shapes; count the number of sides different shapes have.
LEARNING PLANS AND ACTIVITIES LEVEL C: Complete variety of shape puzzles and shape sorters
Participate in smart board activities and games involving shapes (teacher made or pre
made activity from resource)
Student will create shape art using a variety a materials (e.g. sponges, cookie cutters,
stickers, etc.)
Students will identify shapes of common objects in the environment, objects or images
on a worksheet
Students with manipulate cut out parts of shapes to make a whole when directed by
teacher to “make a ____”
Will sort manipulatives by shape, size and color
Define, investigate and identify attributes of 2 and 3d shapes; analyze shapes and
attributes; create, sort and categorize shapes based on attributes
Find something…: Students search through a provided bucket or bag or set of objects
for one that matches an attribute asked for by a peer, a teacher or by following a
checklist (find something with three sides, something with four corners, with no sides…)
Seek and Find…: Students search through a book to find objects that match the
attribute identified by a teacher or a worksheet (find something with three sides,
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something with four corners, with no sides…) then draw, place a velcro picture on the
spot, or checking it off on a checklist.
Comparing Polygons: Students are presented with visual(s) of polygons (e.g. chart
paper, smart board, and worksheet) with a polygon drawn on it. They are then given a
bag of other polygons, and pulling one out at a time, are asked to draw and/or verbalize
if the object is a polygon and explain why (e.g. yes, it has 3 sides)
Comparing 3D Shapes: Students are given a premade worksheet with a 3D shape drawn
on it. They are then given a bag of items of other shapes, and pulling one out at a time,
are asked to draw and/or verbalize the similar attributes between the pulled object, and
the 3D shape on the paper.
2D/3D Shape Sentence Frames: Students complete sentences verbally or use sentence
frames (a pattern/repeating sentence with blanks in it where students fill in the blanks)
and word/ picture/ number cards to explain the attributes of shapes (e.g. a circle has no
sides, a triangle has 3 sides, a cube has 6 faces)
Draw it!: Students will follow directions to draw a shape when a teacher or peer holds
up a card and reads (e.g. “has six sides”) Students will draw (on a magna doodle, dry
erase board, crayon and paper; or pick from an array of three shapes) a shape matching
an attribute read and holds it up. Students will take a quick look-walk around the group,
noticing how everyone drew/picked a shape with 6 sides, some were big, some were
small, some were yellow or blue, but they all fit the rule!
Geo Board Shapes: Students follow rules (make a shape with three sides, five corners,
no sides, with different length sides) to make shapes on Geo Boards
Explore, participate, and interact with shapes in very tactile way: shaving cream, sand
paper, physical representations of different types of shapes. Trace the perimeter of
different shapes; count the number of sides different shapes have.
LEARNING PLANS AND ACTIVITIES LEVEL B:
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Define, identify and compare attributes of 2D and 3D shapes; analyze shapes and their
attributes; create, sort, organize and categorize and shapes based on attributes
Go Find…: Students take turns searching the classroom for an object that matches the
attribute asked for by a peer or teacher (go find something with three sides; that can roll
and has at least 2 sides; four corners; with no sides…) Can be done individually or in
partners by following a checklist.
Seek and Find…: Students search through various books to locate an image that match
the attribute expressed by a peer or teacher (e.g. something with three sides, something
with four corners, with no sides…)
Comparing Polygons: Students are given two polygons at a time, and are asked to
write/draw and verbalize what is the same/ different about them. This can be done: 1.
individually on a worksheet where students are given pattern blocks or drawings of the
shapes, then draw each polygon in a box and identify by writing or illustrating their
similarities and differences 2. As a whole group or small group activity with Venn
diagrams.
Comparing 3D Shapes: Students are given two items (objects or visuals) and are asked
to write/draw and verbalize what is the same/different about them. This can be done: 1.
individually on a worksheet where students are given objects or drawings of the shapes,
then draw each shape in a box and identify by writing or illustrating their similarities and
differences 2. As a whole group or small group activity with Venn diagrams.
Guess My Rule: In pairs, small groups or whole class, students take turns being the
BOSS. Students sit with a circle in the center of the group. The Boss decides a secret rule
for what shapes are allowed to go inside the circle, and puts two (purchased or premade
and laminated shape cards, drawing or other manipulatives) shapes in the circle that
are the same in some way and 'fit' their secret rule. (e.g., shapes with four corners, or
shapes with 3 sides, etc...) Other players take turns suggesting shapes they think will fit
the rule (they can be given shapes beforehand, picking out of a bag, deck of cards, or
draw them on dry erase board)
2D/3D Shape Sentence Frames: Students complete sentences verbally or use sentence
frames (a pattern/repeating sentence with blanks in it where students fill in the blanks)
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and word/ picture/number cards to explain the attributes of shapes and relationship
between different shapes (e.g.: a __ has ___: a triangle has 3 sides. Or, a __ has ___
than a __ : a square has more vertices than a triangle)
Draw it! : Student/teacher pulls a defining attribute card out of a bag. All other students
draw a shape that matches that attribute on their paper/board and hold it up. (e.g. the
card pulled says “6 sides” ) Take a quick looking-walk around the group, everyone drew
a shape with 6 sides, some were big, some were small, some were yellow or blue, but
they all fit the rule!
D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry
Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes
EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.
Explanatory Notes: When providing students with opportunities for engagement it is critical that the same
opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.
Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.
Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.
Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.
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Environmental Differentiation
Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.
Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a basis
from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).
When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.
For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.
For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.
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Conceptualization
Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.
Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make known
to instructors and students the intended definition of that concept.
It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.
In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.
Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.
In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).
Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development
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and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.
In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).
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Functional Use of Objects
Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.
Explanatory Notes: Emphasis should be placed on involving family members in encouraging a student to use
content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.
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Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:
When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.
A student’s performance of Problem Solving may take the form of a variety of actions/response modes.
An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.
Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.
A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.
When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.
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Self-Regulation
Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation
o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.
o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.
o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.
o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment
o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.
Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:
o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others (e.g.
replacing attention to task with stereotypic response; continuous noise production)o Behaviors which interfere with positive social interactions (e.g. grabbing belongings
of others; public disrobing).
Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.
In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.
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Explanatory Notes: (Self-Regulation, Informed Choice-Making) An informed choice refers to a student’s selection (within a single activity) of one of two
(or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.
An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.
Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.
Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.
**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.
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Social Interaction
Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:
In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.
In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.
In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.
It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.
It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.
To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.
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A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.
Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.
In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.
To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.
Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).
When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.
The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.
D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry