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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 Framework 3-5 Science Module 3: Matter and Energy

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 ModulesThe Alternate Assessment Curriculum Framework was developed to serve as a guide for schools.

It is expected to be modified and adjusted in order to meet school-specific instructional goals and

objectives.

To assist schools with understanding what the revision process entails, the district gathered a

small group of teachers and administrators during the summer of 2014 to revise Math module 2

for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document from

the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand


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 D 75 Alternate Assessment Curriculum Framework 3-5 Science Module 3: Ocean Life

Grades 3-5 Science Module 3

Ocean LifeUNIT TOPIC: Ocean Life

CONTEXTThe third module of Grades 3-5 is connected to key ideas in the Living Environment and

provides students with opportunities to explore the ocean and its inhabitants. Students will

spend time engaged in hands-on, multisensory activities, with various items and objects related

to the ocean environment. Fro example, touching and feeling sand, shells, and sponges,

identifying and/or sorting ocean- and non-ocean-related items and visual representations, and

investigating what impact human society has on the ocean and its inhabitants. As part of the

culminating task, students will participate in a carousel of leveled learning stations,

demonstrating their understanding of the previously taught concepts.

The content area samples are designed not only to elicit performances of content area thinking

skills and behaviors, but also to provide opportunities for students to engage with, read and/or

use informational and literary texts about the concepts explored in this module.

While science is taught as a distinct curricular area, the activities in this unit use the scientific

processes fundamental to learning: exploring, observing, sorting, classifying, comparing and

contrasting, communicating, and measuring. Ongoing vocabulary development will support

students in building their content-based language. While some of the words may seem

advanced for the students (e.g. abyss, tidal zone) exposure to such words is important.

Allowing students access to concepts and materials related to ocean life enhances their

understanding and appreciation of different living environments, and how their choices and

actions can affect the inhabitants of another ecosystem.

ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:

Data sheets

D 75 Alternate Assessment Curriculum Framework 3-5 Science Module 3: Ocean Life

Authentic student work samples (i.e. written reports, diagrams, etc.)

Pictures/videos of student performance tasks

PERFORMANCE BASED ASSESSMENT TASK

To prepare for this performance assessment task, teacher sets up exploration stations within

the classroom. At each exploration station, students will review and demonstrate

understanding of previously taught concepts within the unit. Teacher will use materials from

earlier in the instructional unit to create each exploration station.

LEVEL D: Students will attend/engage with a class aquarium. Students will participate in

feeding fish, scooping “pollution” (i.e. Styrofoam cup, plastic bag) out of tank.

LEVEL C: Students will engage in a problem-solving station where they will interact with a

model/diagram of a polluted ocean. Students will identify the pollutants and brainstorm what

can be done to remove the pollutants from the ocean and/or avoid having these pollutants

contaminate the ocean. At another station, students will complete a graphic organizer,

accompanied by a word bank. In this activity, students will arrange/write words that explain

how ocean animals are important/special in our lives (i.e. they provide us with food, they keep

the ocean clean, etc.).

LEVEL B: Students will engage in an exploration station in which they have an array of ocean

animals to choose from. For each ocean animal, there will be accompanying informational

resources (i.e. books, magazine articles, etc.). Each student will choose once ocean animal, and

then use the accompanying informational resources to write a brief report on the animal’s

habitat, adaptations, and why they think the animal is special. At another station, students will

be presented with an array of jobs related to protecting and/or conserving the ocean. Each job

will have accompanying informational resources. Each student will choose a job and write a


brief report on the job’s function and importance to the ocean environment. If time allows,

students can present their chosen ocean conservation job to peers.

STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

RI.3: Analyze how and why individuals, events, and ideas develop over the course of a text

RI.10: Respond to literature by employing knowledge of literary language, textual features, and


forms to read and comprehend, reflect upon, and interpret literary texts from a variety of

genres and a wide spectrum of American and world cultures

SL.2: Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

SCIENCE KEY IDEAS

- Exploring Ecosystems (Living Environment)

- Oceans

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

1-Students will be knowledgeable about the world of work, explore career options, and relate

personal skills, aptitudes, and abilities to future career decisions.

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

arithmetical and mathematical functions.

3a.3: Personal qualities generally include competence in self-management and the ability to

plan, organize, and take independent action.

ESSENTIAL QUESTION

1. What makes oceans so special?

2. How do we protect our oceans?

3. How are plants and animals well suited to live in the ocean?

VOCABULARY

Abyss

Beach

Coral Reef

Current(s)

Light zone

Ocean

Open ocean

Pollution


Dark zone

Fish

Habitat

Shore

Tidal zone

Tide

Wave(s)

LESSON STRANDS OVERVIEW1. What is an ocean habitat (tidal zone, open ocean, the abyss)?

2. The ocean plays a role in our lives (food, jobs).

3. Ocean Trash: Why is it important to take care of our oceans?

4. Ocean animals can be very large or small.

5. Case Study: A fish or animal in the ocean.

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: What is an ocean habitat (tidal zone, open ocean, the abyss)?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to teacher presentation of ocean habitats.

Engage with sensory objects from the ocean such as: sand, shells, salt water, sponges


Will place pictures of ocean and non-ocean habitats for sorting into a bin (e.g. ocean vs.

jungle, beach vs. playground, abyss vs. snow-covered trees).

Pass materials to create ocean collages using ocean stickers.

Attend to story “About Habitats: Oceans” read aloud.

Participate in read aloud by turning pages.

LEARNING PLANS AND ACTIVITIES LEVEL C: Will match identical and non-identical pictures of ocean habitats.

Will identify items from a variety of ocean habitats (e.g. sand, shells, salt water,

sponges, sea weed, etc.).

Sort pictures into categories of ocean and non-ocean habitats.

Create a collage using pictures demonstrating living and non-living components of ocean

habitats (e.g. eel vs. sand, octopus vs. rock).

Actively participate in read aloud of About Habitats: Oceans by reading story and

identifying different habitats.

LEARNING PLANS AND ACTIVITIES LEVEL B: Labeling ocean habitats.

Identifying properties of ocean objects such as: sand, shells, salt water, sponges, etc.

Sort which animals live in the different zones of the ocean.

Create a collage using words and pictures about ocean habitats including an explanation

for why these items were picked.

Create KWL chart and participate in read aloud of About Habitats: Oceans.

Lesson Strand 2: The Ocean plays a role in our lives (food, jobs, recreation).

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in exposure to a variety of foods from the ocean (e.g. tasting, smelling,

touching).


Interact with a fishing rod, magnet and string on end of dowel rod or Whiffle bat by

holding fishing rod with hands, under arm or by an adapted method to secure pole onto

the student’s hand (e.g. Velcro strap) to “go fishing”.

Engage and attend to teacher PowerPoint presentation about jobs related to the ocean,

using an adaptive switch to move from slide to slide.

Explore and give objects to a peer related to ocean jobs (e.g. net, fishing rod, boat, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify a variety of foods from the ocean they taste, smell, touch etc.

Students will use a “fishing rod” (magnet and string on end of dowel rod or Whiffle bat)

to select and identify pictures of things we can eat from the ocean (e.g. fish, seaweed,

etc.).

Identify jobs related to the ocean, as presented by teacher in PowerPoint.

Matching pictures of tools to specific ocean jobs (e.g. scuba diving gear to scuba diver,

boat to fisherman, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL B: Describe the food they are exploring through the senses (i.e. salty, hot or cold, etc.) and

make inferences about which habitat it comes from.

List facts about item selected during fishing game (e.g. living, non-living, something you

can eat, needs to breathe air, etc.).

Identify ocean jobs from teacher presentation and describe function of each job.

Role-play ocean jobs and conduct an interview where students interact with each other

to ask/answer questions about job (e.g. “What do you have to do in this job?” or

“Why is this job important?” or “How does this job help us get food?”).


Lesson Strand 3: Ocean Trash: Why is it important to take care of our oceans?

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to Magic School bus video on ocean trash.

Mix black paint with glue. Student will paint plastic animal(s) who live in/by the ocean

to demonstrate how an oil spill affects the wildlife.


Explore and pass different examples of ocean pollutants (e.g. plastic, bottles, olive oil in

water, etc.).

Attend to images of contaminated oceans/wildlife (e.g. oil spills, animals caught in

plastic, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify items that pollute the ocean, as presented in Magic School bus video

Sort different ocean pollutants into different recycle bins, preparing items for recycling

(e.g. emptying/rinsing out containers, cutting up plastic soda can 6-pack rings, etc.)

Looking at images of contaminated oceans/wildlife, match the pollutant to a picture of

the animal.

Clean animals painted with paint and glue mixture (in the aforementioned activity) to

demonstrate difficulty of removing oil/grease and other pollutants.

LEARNING PLANS AND ACTIVITIES LEVEL B: Complete KWL chart on ocean pollutants related to Magic School Bus video.

Select an ocean pollutant and describe why it is harmful to the ocean or ocean animal.

Brainstorm ways to avoid polluting the ocean (i.e. how to recycle).

Lesson Strand 4: Ocean animals can be very large or small.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to teacher presentation of ocean animals of different sizes.

Attend to read aloud Ocean Life from A to Z and turn pages using an adapted switch or

bookworm.


Explore a different ocean animal figurine in each hand, one large and one small, to feel

the difference in size.

Participate passing beach ball with pictures of ocean animals to peers while peers select

an image and label the name and size.

Select picture of preferred animal when presented with array of two images.

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify animal and classify whether large or small.

Use phonemic awareness to identify beginning sound in animal names.

Sort animal pictures/figurines according to size (e.g. large/small).

In beach ball activity, names of ocean animals are written on ball. Students will attempt

to read, or sound out initial sound in word. Once name of animal is determined, teacher

will hold up corresponding picture of animal. Students will then identify animal as large

or small.

Identify favorite ocean animal and describe as large or small; graph student responses.

LEARNING PLANS AND ACTIVITIES LEVEL B: Identify animals and arrange in order from smallest to largest.

Read ocean book and make inferences based on size of specific ocean animals, and

where each animal lives

Draw image of an ocean habitat, depicting one large animal and one small animal living

within that habitat.

In beach ball activity, with names of animals written on ball, students will identify

whether an animal is large or small, depending on what word is being touched by a

specific finger.

Write about what animal they would want to be (large or small) and explain why; graph

student responses.


Lesson Strand 5: Case Study: A fish or animal in the ocean (may include life cycle, role in

ecosystem [including position in food chain]).

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to presentation (book, PowerPoint, poster) on a single ocean animal chosen by

class.

Handle premade models/figurines or laminated pictures of chosen ocean animal.

Touch parts of animal while handling (e.g. when holding a dolphin touch the nose, fin,

tail and flipper).

Engage with objects that represent different stages of the life cycle for an ocean animal

(e.g. egg vs. fish).

Place an object/picture on the location identified by peer into the food chain of an

ocean habitat.

Hold figurines/pictures of organisms within a food chain; hold one item per hand (e.g.

fish in one hand, shark in other hand).

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify the function of the parts of the animal (e.g. gills for breathing under water, fins

for swimming).

Label parts of chosen ocean animal in a premade diagram (i.e. fins, gills, mouth, etc.).

Place image of animal into the ocean food chain.

Select the habitat of the ocean animal from an array of 2 or more.

LEARNING PLANS AND ACTIVITIES LEVEL B: Choose their own ocean animal and write about its physical features, habitat, diet, etc.

Create a model or diagram and label parts of the animal.

Add information to written report about the animal’s place in the food chain (e.g. what

the animal eats what it is eaten by).

Create a diorama of the habitat for their ocean animals

RESOURCES/MATERIALS


Scott Foresman Science

About Habitats: Oceans by Cathryn Sill

An Octopus is Amazing by Holly Keller

Clumsy Crab by Ruth Galloway

Ocean Life from A to Z by Annie Crawley

YouTube Magic School bus video “Takes a Dive”

YouTube Magic School bus video “Gets Eaten”

YouTube Magic School bus video “Blows Its Top”

YouTube Magic School bus video “In the Arctic”

WEBSITES http://kids.nationalgeographic.com/kids/activities/new/ocean/

http://ocean.nationalgeographic.com/ocean/

http://www.neok12.com/Oceans.htm

www.brainpopjr.com


http://www.brainpopjr.com/

http://www.neok12.com/Oceans.htm

http://ocean.nationalgeographic.com/ocean/

http://kids.nationalgeographic.com/kids/activities/new/ocean/

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)D 75 Alternate Assessment Curriculum Framework 3-5 Science Module 3: Ocean Life

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may

result in frustration on the part of students. Therefore, this type of procedure for insuring

informed choice is designed primarily for the purpose of occasional assessment rather

than for the purpose of ongoing instruction.


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