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Alternate Assessment Curriculum FrameworkIntroduction

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

D 75 Alternate Assessment Curriculum 6-8 ELA Module 2: Biographies

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).

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 Modules

The 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

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.


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.


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.


District 75 Alternate Assessment Curriculum Framework Grades 6-8 ELA Module 2

Biographies

CONTEXT

UNIT TOPIC: Biographies

"Our classroom reverberated with the stories of our lives as we wrote, talked, and reflected about who we were, what we did, what we thought, and how we thought about it. We became a community." This quote from Debbie Rotkow, a co-director of the coastal Georgia Writing Project, emphasizes the importance of writing skills for students, not only as a singular subject in academic institutions, but as an essential tool for developing communication skills and a sense of community in all aspects of life. The ability to take in and synthesize information from multiple sources and to then communicate this information through writing in a variety of formats is a necessary skill for success in the modern world. All students must be given the opportunity to practice and develop these skills that are fundamental for success in school, in the workforce, and ultimately in life.

The content-based samples of learning plans and activities that follow are designed not only to give students in District 75 access to writing and literacy skills, but to give them multiple means of demonstrating the results of having explored concepts and skills associated with those ideas.

The second module for ELA for grades 6-8 is designed to provide students with an understanding of the concept of biography (autobiographies are included as a subset of biography.) The activities are connected to CCLS in Reading, Writing, and Speaking and Listening and to CDOS (Career Development Occupational Studies) standards. The lesson plans and activities include multiple entry points and modalities in which to develop as explanatory/informative writers. Students are afforded the opportunity to improve their writing skills and gain a deeper understanding of their own experiences and/or the experiences of others. They are also given the opportunity to develop the ability to synthesize information from multiple sources into a coherent piece of writing. Through the development of these important skills students develop an awareness of themselves and of others and an ability to communicate information that is essential for success in the outside world.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:Performance data

Student work products

Data collection sheets

Pre/post assessments

PERFORMANCE BASED ASSESSMENT TASK

Students will publish a biography/autobiography and review a peer’s writing piece. To

prepare for this task, students will participate in a variety of writing activities that lead

to the publication of biography/autobiography.

Level D:Engage in creation of a picture-based autobiography and engage with/attend to

completed autobiographies as they are shared with class.

Level C:Participate in creation of a picture and/or text biography.

(May elect to include clippings from newspapers/magazines/ the internet to illustrate

included information. If appropriate, add simple words/phrases to caption pictures.)

Participate in a gallery walk or other sharing event of completed biographies.

Participate in peer review by selecting/generating a response to completed biographies.

Level B:Re-write and illustrate a biography using photos or drawings; publish the biography. .

Write a review of a biography created by a peer using a rubric as a guide.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:W.1: Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

W.2: Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant

content.

W.5: With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

R.I.1: Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.

R.I.2: Determine a central idea of a text and how it is conveyed through particular

details; provide a summary of the text distinct from personal opinions or judgments.

R.I.7: Integrate information presented in different media or formats (e.g., visually,

quantitatively) as well as in words to develop a coherent understanding of a topic or

issue.

SL.4: Present claims and findings, sequencing ideas logically and using pertinent

descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye

contact, adequate volume, and clear pronunciation.

S.L.5: Include multimedia components (e.g., graphics, images, music, and sound) and

visual displays in presentations to clarify information.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 3a.3 Universal Foundation Skills: Personal qualities generally include

competence in self-management and the ability to plan, organize, and take independent

action.


Standard 3b.2 Career Majors: Arts and Humanities (Communication) demonstrate the

reading, writing, listening, speaking, graphic and multimedia skills necessary to

participate effectively in one or more of the arts/humanities professions.

ESSENTIAL QUESTIONS

1. What is a biography (autobiography)?

2. What is the purpose of a biography (autobiography)?

3. What do we learn from a biography (autobiography)?

VOCABULARY

Biography Autobiography Details draft event facts

life map order notes outline sequential timeline

LESSON STRANDS OVERVIEW1. Choose a person to write about/ the subject of the biography. (E.g. My Person of

Interest)

2. Build awareness of the purpose of a biography/autobiography.(E.g. Participate

in reading activities with biographies in order to demonstrate what an

autobiography/biography is and its purpose).

3. Gather information/details learned about the person/subject of biography (i.e.

interview subject and/or research).

4. Model the structure of a biography.

5. Write a Draft; Publish the Biography.

6. Making Comparisons/Connections (e.g. Compare how person you wrote about is

similar/different from you or similar different from others written about by

classmates. Identify lessons learned from the person written about.)


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: Choose a person to write about/ the subject of the biography.)

*D students will be creating autobiographies

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with mirror.

Engage with photos of self and one or more classmates.

Attend to errorless selection of own photo to identify self as subject.

LEARNING PLANS AND ACTIVITIES LEVEL C: Interact with photos, of self, classmate and/or other real person student cares

about (IE teacher, family member, friend sports star, etc.)

Participate in selection of photo of person selected to be subject of biography.

Participating in using symbols or print to identify subject of biography by name

or using appropriate nouns/ pronouns (E.g. he, she)

LEARNING PLANS AND ACTIVITIES LEVEL B: Respond to questions or discuss “Who would you like to know more about?” and

“Who would others like to know more about?”

Consider options (E.g. family member, friend, community worker, athlete,

TV/movie personality, musical artist, hero, favorite author) and select the real

person he/she would like to write about.

Complete an “interest inventory” to make final choice of person to be subject of

biography.


Lesson Strand 2: Build awareness of the purpose of a biography/autobiography

(e.g. Participate in reading activities with biographies in order to demonstrate what an

autobiography/biography is and its purpose).

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to an autobiography created by the teacher.

Engage with pictures/symbols that represent personal events/activities of the

day or week (teacher can emphasis this is the story of your day).

Engage in delivering invitation to a family member inviting him/her to Memory

Day at school. (Memory day is an opportunity for students to share personal

information. Parents may attend. For students whose parents cannot attend

pictures and information about school experience will be shared.)

Engage with own family member, or member of the school community, showing

photos/videos and/or talking about events in student’s own life.

Engage with photos/images of self in family album/family video/photos of school

events.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in a reading activity around a biography.

Participate in a class discussion about biographies and their purpose.

Participate in identifying personal schedule pictures/symbols that represent

personal events/ activities of the day or week. (Teacher will emphasis this is the

story of your day).

Participate in delivering in invitation to a family member inviting him/her to

Memory Day at school.

Participate in a discussion with own family member, or classmate’s family

member, or member of the school community who is showing photos/videos,

and/or talking about events in student’s own life, or in classmate’s life. (If

necessary, teacher can substitute for family member).


Participate in a discussion with photos/images of self, family member or

classmate in photo album/video or photos/images of a person student cares

about.

LEARNING PLANS AND ACTIVITIES LEVEL B: Read a biography.

Contribute to a class discussion about biographies and their purpose.

Write an invitation to a family member inviting him/her to Memory

Day/Biography Day at school.

Contribute to a discussion with own family member, or classmate’s family

member, about the purpose biographies. For example, they may present

information on the biography they read.


Lesson Strand 3: Gather information/details learned about the person/subject of

biography/autobiography.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in errorless selection of their own picture (they are writing a biography).

Engage in errorless selection of details about themselves, i.e. favorite

people/things/places, personal characteristics, etc.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in identifying subject of biography, EG selecting or drawing a picture.

Participate in a reading activity/viewing of power point presentation on their

chosen subject OR participate in planning an interview by creating a questioning

plan and then participate in interviewing subject.

Complete a YES/NO checklist to gather details (favorite things, personal

characteristics, etc.) about subject. (This is form of note taking, for example

students could use the information gathered in their interview to complete

checklist).

Participate in gathering details/information about subjecting by selecting from

an array of choices.

Answer simple WH questions to gather information about subject.

LEARNING PLANS AND ACTIVITIES LEVEL B: Research their subject, e.g. by reading a text or planning and conducting an

interview.

Conduct research at library or on internet

Complete a checklist/graphic organizer on their subject.

Contribute to a discussion by asking and answering questions about the subject

of their biography.

Contribute by asking/answering questions such as:


o What would you like to know about the person?

o What are some personal traits?

o Why is this person special or interesting?

o What interested/influenced/inspired the person?

o What adjectives would you use to describe person?

o What examples from his/her life illustrate those qualities?

o What events shaped/changes his/her life?

o Did he/she overcome obstacles? Take risks? Get Lucky?

o What effect/impact did he/she have on others/society? How? Why?

o What was the historical significance? (E.g. time/place of the person’s life)


Lesson Strand 4: Model the structure of a biography

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in a power point or smart board presentation on the class schedule,

emphasis how it tells of the story of the class’s day.

Engage with/attend to photos and objects in order to engage with sequencing

the events of the class’s day.

Engage with photos of self. E.g. baby photo, current photo and/or engage with

mirrors.

Attend to sequencing of a baby photo/symbol and a current photo.

Engage with one or two photos of event(s) from own life that occurred between

time of baby photo/symbol and now. E.g. birthday party, vacation, school event

Attend to sequencing of, or sequence, one or two photos of event(s) placed

between baby photo and current photo (may use photos taken by teacher of

events during school year).

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in a discussion around a power point presentation of the class

schedule, emphasis on how it tells the story of the class’s day.

Participate in selecting photos/symbols/words /simple sentence strips OR

creating/drawings/ symbols/ word/simple sentence strips to represent the

schedule.

Participate in sequencing the schedule.

Participate in taking notes by identifying photos, drawings, symbols drawings,

symbols or words that represent personal events or events in the life of the

subject of their biography.

Participate in creating a collage/poster on their subject using pictures, photos, or

words.


Participate in sequencing two or more photos/symbols/words representing

events in life of the subject. (If applicable, can draw a sequence of pictures.)

Participate in creating a timeline or life map using photos/drawings/ symbols/

words cards/simple sentence strips.

LEARNING PLANS AND ACTIVITIES LEVEL B: Read a biography on their chosen subject.

Refer to table of contents to see how a biography can be organized. Look at

illustrations, captions, etc.

Use a checklist to inventory the text features of the biography they have read.

Collaborate with a classmate to compare/contrast the text features of the

biographies using the checklist.

View and gather details/information that tells the story of their subject’s life

from primary sources (such as diaries, photos, newspaper clippings, video clips)

Gather details that tell the story of their subject’s life from secondary sources

(i.e. biographies, biographical movie).

Organize the details/ information in a series/sequence of events

(e.g. create a timeline, a life map, graphic organizer).

Note: A biography can be chronological, or can focus on a time period, the accomplishments anecdotes.


Lesson Strand 5: Write a Draft; Publish the Biography.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with collecting photos/symbols to compose their autobiography.

Engage with pictures /symbols being sorted into baskets to organize

information/details gathered (e.g. engage with or attend to sorting personal

characteristics from events).

Engage with the sequencing of photos to create a timeline or life map (draft).

Engage in creation of a picture-based autobiography.

Engage with completed autobiographies as they are shared with the class.

LEARNING PLANS AND ACTIVITIES LEVEL C: Use notes (pictures, sentence strips, words, symbols, photos) to organize

information using a simple graphic organizer e.g. sort personal information from

events.)

Participate in creating a draft by constructing a timeline or life map of sequenced

photos/ symbols/word cards/simple sentence strips to record story of his/her

life or life of other selected person.

Participate in creation of a picture and/or text biography.

(May elect to include clippings from newspapers/magazines/ the internet to illustrate included information. If

appropriate, add simple words/phrases to caption pictures.)

Participate in a gallery walk or other sharing event of completed biographies.

Participate in peer review by selecting/generating a response to completed

biographies.

LEARNING PLANS AND ACTIVITIES LEVEL B: Review information gathered and make a central statement based on “big

picture” view of person’s life. (E.g. Why is person’s life is different/important?


What led to success/demise? What is different about this bio? What question

was answered? What point was demonstrated/verified/supported? )

Use notes from information gathered to complete a graphic organizer.

Create an outline by moving details from the graphic organizer to the

appropriate sections/headings on an outline.

Create a draft using the outline; students may follow a template.

Have adult read draft and provide feedback/suggestions

Make necessary edits (E.g. grammatical corrections, addition of details)

Re-write and illustrate using photos or drawings and publish.

Write a review of a biography created by a peer using a rubric as a guide.


Lesson Strand 6: Making Comparisons/Connections (E.g. Compare how person

you wrote about is similar/different from you or similar different from others written

about by classmates. Identify lessons learned from the person written about.)

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with the comparison of photos/symbols used to create their own

biography with those used by a classmate (e.g. Match photos/symbols that are

the same).

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in identifying a benefit/contribute from the life of their subject (e.g.

select a picture symbol representing the contribution the person made).

Use a checklist to compare own biography with biography of a classmate (e.g.

match photos/symbols/words that are the same/different).

LEARNING PLANS AND ACTIVITIES LEVEL B: Complete a graphic organizer comparing themselves to their subject.

Identify a benefit/contribution or lesson learned from the life of the subject of a

peer’s biography.

Use graphic organizer to make comparisons between two subjects of

biographies. List characteristics/life events/ accomplishments of the subject,

then highlight those that are the same/similar and cross out those that are not

the same/similar.


MATERIALS/ RESOURCES UNIQUE: https://www.n2y.com/unique/

www.infoplease.com/homework/ws biography

www.wikihow.com/Write-a-Biography

www.timeforkids.com/homework-helper/a-plus-papers/ biography

www.tarheelreader.org

www.gobookee.net/writing-a-biography-template-for-kids/

thecraftyclassroom.com/blog/2012/08/.../writing-a-biography-printables

www.scholastic.com/teachers/lesson.../unit-plan

MANIPULATIVES: Photos, videos

Biographies (see Book Wizard at Scholastic.com), magazines, newspaper articles

Word cards

Sentence strips

Graphic organizers

BOOKS: Weekly Reader


http://www.scholastic.com/teachers/lesson.../unit-plan

http://www.tarheelreader.org/

http://www.timeforkids.com/homework-helper/a-plus-papers/biography

http://www.infoplease.com/homework/wsbiography

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.


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.


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 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).


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.


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.


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.

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.


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.

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.


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