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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 Kindergarten Math Module 2: Number and Operations in Base Ten

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 FrameworkKindergarten Math Module 2

Number and Operations in Base Ten

CONTEXTUNIT TOPIC: Number and Operations in Base Ten.

Addition and subtraction are the foundations of all future mathematical concepts and skills. The second module of Grades K-2 math is connected to the ideas of adding and subtracting in base-10. Students are to be exposed to and taught how numbers are “put together” and/or “taken apart” in our traditional decimal system. As in the previous modules, students are to be exposed to and taught these mathematical concepts through hands-on instruction that emphasizes concrete manipulatives, use of exemplars, and application to real world problems.

In kindergarten students learn to “compose” and “decompose” numbers from 11 to 19 by using objects or drawing. The teacher should focus on the fact that a single digit number paired with the number 1 means “10 plus that number”. Number bonds, ten-frames, and manipulatives are great ways to demonstrate this concept. This work extends and expands in the 1st grade and at this point, students begin working with composing and decomposing two-digit numbers. Students work with adding, subtracting, and comparing numbers within 100. Students begin to work with groups of tens to help reinforce the concept of place value and that the first number in double-digit numbers represents the number of groups of tens in the number. In second grade, students take these skills and begin applying them in one- and two-step story problems. Arrays are introduced in the second grade strand of this module to help with visualizations and to prepare students for multiplication later in their academic careers.

The sample Learning Plans and Activities outlined are not only designed to elicit performances of mathematical thinking and behaviors, but also to provide opportunities for students to gain a concrete understanding of how numbers work. Teachers should emphasize and utilize the use of concrete examples manipulatives, visualization and repetition as part of regular mathematical practices.

The activities in this module should be reinforced with addition and subtraction activities throughout the day and across all content areas. For example, when a student or staff member leaves the room, ask the students to count how many people are left. Behavior point systems are another great way for students to practice math in the real world and make the student more invested into that system, which are directly related to their daily learning experiences.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE: Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK 2:

Students will create a counting book to represent 1:1 correspondence. Each level will

create their book within the numbers 1-19.

Level D:

Engages with the materials used (images, objects, photos of themselves or classmates,

etc.) when creating representations of the numbers 1-5 when creating a counting book

from 1-5.

Level C:

Students will first count out the required number of images/objects for each page to

create a counting book for numbers 1-10 Students are expected to use these pre-

counted groups to create the pages that show the specific numbers of images that

represents the specific numbers in order 1-10.

Level B:

Students will create a counting book from 1-19; they will draw/use self-selected images

to show the numbers1-19. Students will also label the number of images from 1-20 with

the corresponding numeral.

*See explanatory notes of “engagement” in The Essential Thinking Skills and Behaviors

Document.


STANDARDS

MATH COMMON CORE LEARNING STANDARDS:

K.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones,

e.g., by using objects or drawings, and record each composition or decomposition by a

drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of

ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

MATH KEY IDEAS

Understand place value. Use place value understanding and properties of operations to

add and subtract.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

3a.1. Basic skills include the ability to read, write, listen, and speak as well as perform

arithmetical and mathematical functions.

ESSENTIAL QUESTIONS

1. How do students make sense of numbers and quantities?

2. How does an understanding of base ten help with adding and subtracting

numbers?

VOCABULARY

Numbers: one –nineteen (number word vocabulary)

How many more


LESSON STRANDS OVERVIEW1. Identify and/or use objects, fingers, drawings, mental images, sounds [clap], acting

out situations, or giving verbal explanations for numbers up to 19.

2. Compose (put together) and decompose (take apart) numbers from 11-19 into ten

ones and additional ones e.g. [18 = 10 + 8 which is a set of ten ones and 8 individual

ones]

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: Identify and/or use objects, fingers, drawings, mental images,

sounds [clap], acting out situations, or giving verbal explanations for numbers up to 19.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engages with Teacher Tube video: Counting Objects by using a voice output

device to indicate number of objects being presented in a paused section of the

video.

Engages with counting out a specific number (1-3) by clapping following a model.

Student will touch a specific number of preferred sensory object (ex; felt shaped

object or a squeeze toy).

Engages with a single cell output device with to count out a specific number of

items

Student will engage in creating tally marks for a specific number in whipped

“Paper Clip Pinch.” Students will engage by placing hands in the bowl, if possible

student will grab some paper clips (quantity is not important).


Engages in creating an “Ants on a Log” project of putting frosting on a thick

pretzel stick and adding raisins/M&Ms, chocolate chips, etc. Teacher can hand

the student one edible at a time (to decorate) and count for the student.

Engages with the presented number of edibles. For example, teacher says, “here

is one cookie.”

Engages with a picture/object symbol of a number of objects

Teacher will design tasks (see sample below) using Choice Board Creator and

students will identify quantity of objects (1:1 correspondence) from 1-5 with no

discrimination (single cell errorless message, provides feedback with applause

for audio output.

LEARNING PLANS AND ACTIVITIES LEVEL C: Introduce concept of number recognition then adding one more.

Use Teacher Tube video: Counting Objects. (see link to video below) Pause video

at the number of the day. Indicates the picture symbol representing the number

of objects (in the video) from a selection of choices

When given a verbal directive, “Clap ____ # of times,” student will then clap

required number of times.

Student will color a specific number of balloon images and match to the balloon

that has the written number on it.

Student will draw images in shaving cream /on dry erase board/on paper to

represent numbers 11-19.

Student will be asked to take a card with a specific number of images on it from

a box. And indicate amount from a selection of choices or verbally stating the

amount on the card.

“Paper Clip Pinch.” Have students take a pinch of paper clips from a bowl of 19

paper clips and count out the number of clips they grabbed.


Ants on a log: Spread frosting/almond butter/cream cheese on a thick pretzel

stick, and add raisins/M&Ms, chocolate chips, etc. Have students count out/ ask

for a specific number of each item up to 19

Participates in retrieving a specified number of objects from a sensory bin

(objects can be covered with uncooked rice)

Teacher will design tasks (see sample below) using Choice Board Creator and

students will identify the quantity of objects (1:1 correspondence) from 1-19

from an array of two.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Use Teacher Tube video: Counting Objects. (see link to video below) Pause video

at the number of the day.

When presented with a number of objects , student indicate the number of

items presented

Color items representing a number. (e.g. balloons, and place it above the

written number.)

Write the number 1 in shaving cream. Teacher may write the word ‘one’ with the

number (the student may try to copy the word in the cream). The student may

also draw 1 one circle in the cream (the amount of objects will change as the

number changes for that lesson).

Find the number (object or picture symbol) buried in a box of beans, rice, or

sand. Shake the box and sing a (teacher made song) “What’s in the box?” song.

“Paper Clip Pinch.” Have students try to pinch a specific amount of paper clips

from a bowl of 19 paper clips and count out the number of clips they grabbed as

a way to check their accuracy


Ants on a log: Spread frosting/almond butter/cream cheese on a thick pretzel

stick, and add raisins/M&Ms, chocolate chips, etc. Have students count out

numbers of each item.

Decorate a cookie or pretzel with frosting and raisins, M&Ms, chocolate chip,

etc. Have students count out each item. Student B counts out the number of

objects to match the quantity on the picture symbol. Count items in your

classroom. Choose an item for the day. For example, for numbers 1-10: Count a

numbers spinner with the numbers 1-10, students’ fingers, tables, chairs,

windows and glue sticks. For numbers 11-19: Count pencils, markers, paper

clips, erasers, numbers on the clock, fingers and toes, etc

Teacher will design tasks (see sample below) using Choice Board Creator:

students will identify quantity of objects by choosing out of an array of three

pictures.


Lesson Strand 2: Compose (put together) and decompose (take apart) numbers from

11-19 into ten ones and additional ones i.e. [18 = 10 + 8 which is a set of ten ones and 8

individual ones]

LEARNING PLANS AND ACTIVITIES LEVEL D:

Teacher will model snap cubes to show how they can be “put together” and

“taken apart” (this reinforces our vocabulary and how to use the cubes): Student

will engage with snap cubes by exploring the materials, touching and looking at

them.

Student will engage by taking snap cubes and placing one on a large square that

is the same color as the cube.

Student will color in one empty large cube (outlined in the color of the marker)

on the SMART Board to represent one snap cube.

Student will engage with snap cubes and color coded addition mats so that

student can visually see a difference in the quantities (see B learner, do not put

numbers to differentiate; student will place colors into the category if possible).

LEARNING PLANS AND ACTIVITIES LEVEL C:

Teacher will model with snap cubes to show how they can be “put together” and

“take apart “(this reinforces vocabulary and how to use the cubes): Students will

take apart snap cubes by counting with the teacher, as they count together.

Student will use a colored graph to put snap cubes onto the graph separating the

cubes to show a given quantity from 1-19 using a 10 frame and two 5 frames.

Student will color in empty cubes on the SMART Board to represent a given

quantity. The empty cubes will be color coded to show differentiation.

Using visual cuing, the cubes will be outlined in one color.

Student will use a color-coded mat that has the amount of snap cubes already

shown as a visual model, to count out and get a total.


LEARNING PLANS AND ACTIVITIES LEVEL B:

Teacher will model snap cubes to show how they can be “put together” and

“take apart “(this reinforces our vocabulary and how to use the cubes): Students

will take apart snap cubes by counting with the teacher, as they count together.

Students will use a 10 frame and a 5 frame to put snap cubes onto the graph to

show, for example, 10 + 4 = 14.

Student will color in empty cubes on the SMART Board to represent a given

expression using numbers 11-19. The empty cubes will be color coded to show

differentiation. The cubes will be outlined in one color.

Student will use a color-coded mat that has the amount of snap cubes already

shown as a visual model, to count out and get a total.


MATERIALS/RESOURCES

Smart tech education: Gumball counting, Counting by 1’s , 5’s 10’s and backwards, Fish 1:1

counting, Table-10 by 1 http://exchange.smarttech.com/search.html?q=counting+by+1

ABCmouse.com addition activities, and counting books: Number 1-5, Number 6-10, and

Numbers 11-20.

iPad Apps: Math Puppy, Zoom (Motion Math Zoom), Sushi Monster, Choice Board Creator

Lakeshore Learning “Cookie Counting on a Plate.”

Teacher Tube: www.teachertube.com/viewVideo.php?video_id=276147

www.mathcats.com

www.ixl.com

www.k-5mathteachingresources.com

www.loving2learn.com

www.adaptedmind.com

www.teacherspayteachers.com

Books: Ten Black Dots , Donald Crews

Caps For Sale , Esphyr Siobodkina

Little Quack Counts , Lauren Thompson

Miss. Bindergarten Celebrates the 100 th Day, Joseph Slate

Ten Apples on Top , Dr. Seuss

1 Hunter , Pat Hutchins

Rooster’s Off To See The World , Paul Owen Lewis

P.Bear’s New Years Party , Eric Carle

The Enormous Watermelon , Brenda Parks, Judith Mary Davy, Judith Smith

Ten Friends , Bruce Goldstone

Quack And Count , Keith Baker


http://www.teacherspayteachers.com/

http://www.adaptedmind.com/

http://www.loving2learn.com/

http://www.k-5mathteachingresources.com/

http://www.ixl.com/

http://www.mathcats.com/

http://www.teachertube.com/viewVideo.php?video_id=276147

http://exchange.smarttech.com/search.html?q=counting+by+1

Anno’s Counting Book , Mitsumasa Anno

How Many Fish?, Caron Lee Cohen,

One Duck Stuck, Phyllis Root

12 Ways To Get To 11 Eve Merriam

Ten Flashing Fireflies , Phileman Sturges, Anna Vojtech

The Cheerios Counting Book, Will McGrath, Barbara McGrath


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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