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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

D75 Alternate Assessment Curriculum Framework Grade 3 Math Module 4: Measurement

and Data

Resources list

materials lists

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


and Data

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


and Data

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.


and Data

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.


and Data

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.

D75 Alternate Assessment Curriculum Framework Grade 3 Math Module 4: Measurement and Data

District 75 Alternate Assessment Curriculum Framework 3rd Grade Math Module 4

Measurement and Data

CONTEXTUNIT TOPIC: Measurement and Data

The 3rd Grade Math Module 4 exposes students to practical and real world skills while connecting to

the concepts associated with the 3rd grade measurement and data math standards.

The Module begins by introducing the concept of time. Students engage with this concept by exploring

ways in which time impacts our daily lives, various forms of measuring time intervals, and how time

schedules impact the start and end times of daily activities.

In addition, the module exposes students to the concept of measuring mass and volume. Emphasis will

be placed on the fact that objects can be measured and classified based on these attributes. Students

will be given the opportunity to compare objects using the appropriate measuring tools.

Students will also work on the concept of measuring lengths. Using rulers, students will have

experiences measuring objects to the whole, half and quarter inch while comparing lengths. Within

these experiences, they will be choosing the most appropriate measuring tools for designated jobs.

Lastly, the Module introduces students to formats of representing data through the use of pictographs,

picture graphs and bar graphs. Students will read graphs to identify and compare the units of data and

interpret the information they provide.

The module concludes with a performance-based task in which students embark on a classroom

shopping trip at selected times employing their knowledge of volume and mass measuring tools,

measuring lengths, and interpreting bar graphs.


ASSESSMENT

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

Data collection

Student work samples, as appropriate

Teacher anecdotal

Authentic student work samples

PERFORMANCE BASED ASSESSMENT TASK

Students will embark on a shopping trip at three shopping classroom workstations using teacher

prepared shopping lists. Teacher prepares for the assessment by creating a shopping list for each

student (or student group) and stocking the three shopping workstations.

Level D Students will engage* in a classroom-based shopping activity by demonstrating a voluntary and

sustained or repeated attention to the shopping tasks. When an alarm rings a chosen student will

touch the alarm to indicate the start of the shopping activity. Student, with a shopping basket/bag, will

go to each of three shopping stations. Station 1: selects either card from a choice of two cards with

symbols for light or heavy. Student will then engage with a display of light or heavy items represented

by the symbol card they chose at the shopping station. Station 2: Select either card from choice of

two cards with symbols for ruler and measuring tape. Student will then engage with a variety of

examples of that actual tool. Station 3: selects either 3-D bar graph from 2 choices presented ( i.e.

favorite flavor gummy bear and favorite color M&M). Then engages with a zip lock bag containing the

items used to represent the data on the graph they chose to engage with.


Level C Students will participate in classroom-based shopping activity. Each student will be given a card with a

time, a picture of an item to be measured, a measurement number to the inch, and a data question.

Teacher will set alarm(s) to the times on the cards (to ¼ hour). When first alarm goes off the student

with that time on his/her card goes shopping. Station 1: From multiple measuring tools, pick the tool

best used to measure the picture item on your card (e.g. picture of water from a faucet) and place

basket. Station 2: Use the ruler at the station to measure which pencil matches the length written on

your card and take that pencil for their basket. Station 3: : Look at the bar graph, indicates the best

answer for a data question presented on an index card (ex: how many students like ice cream as their

favorite snack). Student selects, from choices the number that best answers the data question related

to the chart, and places it in their basket.

Level B Students will participate in a classroom-based shopping activity. Each student will be given a card with

a picture of an item to be measured, a measurement number to the ½ inch, and a data question.

Teacher will post a schedule with each student’s name and a corresponding time. Students will check

the schedule and the classroom clock to determine what time each student should begin his/her

shopping trip. Station 1: Read the name of the measuring tool on the card (e.g. ¼ tbsp) and select that

measuring tool for your basket. Station 2: Use the ruler at the station to measure a group of pencils,

records the measurements on and index card in size order. Station 3: Look at two bar graphs. Use the

appropriate graph to answer the data based question presented on an index card. (ex: How many more

students like the color red than the color green?) Student records and explains how they got the

answer.

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


STANDARDS

CONTENT AREA COMMON CORE ANCHOR STANDARDS:

3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word

problems involving addition and subtraction of time intervals in minutes, e.g., by representing the

problem on a number line diagram.

3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g),

kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems

involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker

with a measurement scale) to represent the problem.

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several

categories. Solve one- and two-step “how many more” and “how many less” problems using

information presented in scaled bar graphs. For example, draw a bar graph in which each square in the

bar graph might represent 5 pets.

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths

of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate

units— whole numbers, halves, or quarters.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2.1 Integrated learning encourages students to use essential academic concepts, facts, and

procedures in applications related to life skills and the world of work. This approach allows students to

see the usefulness of the concepts that they are being asked to learn and to understand their potential

application in the world of work.

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

arithmetical and mathematical functions.


Standard 3a.2 Thinking skills lead to problem solving, experimenting, and focused observation and

allow the application of knowledge to new and unfamiliar situations.

Standard 3a.4 Positive interpersonal qualities lead to teamwork and cooperation in large and small

groups in family, social, and work situations.

Standard 3a.6 Information management focuses on the ability to access and use information obtained

from another people, community resources, and computer networks.

Standard 3a.7 Using resources includes the application of financial and human factors, and the

elements of time and materials to successfully carry out a planned activity.

ESSENTIAL QUESTION

1. How do different forms of measurement help us in our daily lives?

VOCABULARY

analog clocks

bar graph

compare

data

digital clock

elapsed

graph

growth

heavy

height

Hourglass

length

Light

mass

measure

measurement

measuring cup

measuring scoop

measuring tool

metric system

ruler

schedule

standard measure

stopwatch

Sundial

tablespoon

teaspoon

time

volume

weight


LESSON STRANDS OVERVIEW1. Tell and write time to the nearest minute.

2. Measure liquid volumes and masses of objects using American or metric standards of measure.

3. Measure lengths using rulers with halves and fourths marked.

4. Create scaled bar graphs in increments of 1, 2, 5, or 10 (e.g. in a bar graphs that shows the number of

pets each person surveyed has, each square filled in will equal 3 pets). Use bar graphs that can answer

the questions “how many more” or “how many less”

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: Tell and write time to the nearest minute.

LEARNING PLANS AND ACTIVITIES LEVEL D: During a game of “You set the time! I read the time!”, activates devices that states a time set by

another student on a large model of an analog clock

Attends to Brain Pop video on the “Parts of a Clock.”

During a game of does this measure time?” student presents measurement tools to others in

the class during the game

Engages*with images or real models of digital and analog clocks during a sorting activity

Using a random spinner, ( All Turn it Spinner), selects an image of a time on a clock face for

others to read, match, etc.

Press the off button of an alarm clock or timer as it rings to indicate the end of an activity.

Press a start and stop button of a stopwatch to indicate time elapsed when measuring how long

it takes another student to complete an activity. ( i.e. doing 15 sit-ups)

Engages with a daily schedule by following a picture or object schedule.


Engage* in the sequencing of events in a daily schedule organized by time.

Errorless matching of photos showing varied images of places in the day time and night time.

Engage* with the materials used when creating models of digital or analog clocks.

Touch the clock image/model when transitioning from one activity to another to acknowledge

it is time for a new activity.

Engage* with a clock when the bell rings indicating it is a new period.

After listening to The Grouchy Ladybug by Eric Carle, attend to picture clock activity using

pictures of their class at specific times of the day.

Engage* with pictures or objects during a matching game of various timepieces (hourglass,

sundial, analog, digital, pocket watch, etc.)

LEARNING PLANS AND ACTIVITIES LEVEL C: Distinguish between the hour hand and the minute hand on an analog clock.

Physically models clock times using their arms as the clock hands

During a game of does this measure time?” student indicates yes or no when asked if an item is

a time measuring tool when it is held up

Do a variety of physical activities (clapping, running in place, wheeling in chair, etc.) for specific

time periods, 1 minute, 5 minutes, etc.

Match the times with the periods on their daily schedule.

Sort digital clock and analog clocks.

Match analog or digital clocks displaying the same times.

Identify tools that measure time from a group as requested ( i.e. pick up the hour glass, touch

the stop watch, give me the pocket watch, etc.)

Draw hands on a clock to represent time.

Sets a timer for a specific amount of time to be used as a signal to others to change

activities/periods

Create a model clock using a cut out template and a brad paper fastener to hold the hour hand

and the minute hand in place.


Use a clock to display activities that take place at different times throughout the day (ex: What

time do you arrive in school? What time do we have lunch? What time does our class go to

gym?).

Skip counting by 5’s around the clock.

Make a T-chart to distinguish activities that take a short time from activities that take a long

time.

Create a soda bottle water clock http://www.youtube.com/watch?v=0T2uYgreTR0 . Determine

to the nearest minute how long it takes to empty fully using a stop watch (smartphone

stopwatch)

Observe a digital clock reach the hour mark. Use a Judy Clock to match the digital clock.

Demonstrate on the Judy clock “one hour earlier, one hour later”.

LEARNING PLANS AND ACTIVITIES LEVEL B: Tell and write time to the nearest minute when given an analog and/or digital clock.

Sequence a given set of times including hours and minutes.

While playing a game of, “Does this measure time?” student states if it is a time measuring tool

and if so, explains how the tool works

Predict time (ex: after an hour, two hours ago, etc.).

Create daily schedules using clock faces or written times (ex: 8:00 Breakfast).

Use a clock to display different times.

Identify the time that daily activities take place and display them on a clock by manipulating the

hour and the minute hands. (e.g. Get to school at 8:00, Go to lunch at 12:30)

Create an appropriate schedule when given a set of time-based activities.

Create the model of a clock by following its sequence of directions.

Compare time zones between major cities (earlier time or later time)

Find the difference between time zones between major cities or states.

Measure and track the amount of time it takes to do various activities (ex: How it takes brush

your teeth for?).


http://www.youtube.com/watch?v=0T2uYgreTR0

Use a clock to display beginning and end times of activities that take place at different times

throughout the day calculating time elapsed (ex: How many hours do you spend in school daily?

How long is our lunch?).

Calculate elapsed time to measure time intervals (ex: How much time passed between 2:00 and

2:15?).

Estimate the time to travel to different locations (ex: How long would it take you to travel from

school to home?).

Estimate how long it takes to do certain activities at school. Have students then time those

activities.

Create a soda bottle water clock http://www.youtube.com/watch?v=0T2uYgreTR0 .

Hypothesize to the nearest minute how long it takes to empty. Check your hypothesis using a

stop watch (smartphone stopwatch)

Observe a digital clock reach the half-hour mark. Use a Judy Clock to match the digital clock.

Demonstrate on the Judy clock, “one hour earlier, one hour later” to the half-hour.

Calculate the difference in times it takes for two students to complete the same activity ( i.e.

each student doing 15 sit ups)

Lesson Strand 2: Measure liquid volume and mass of objects using American or metric standards

of measure.



LEARNING PLANS AND ACTIVITIES LEVEL D:

Engages* with various sized measuring cups when making various amounts of lemonade

Attends to teacher pouring the same amount of liquid into various containers when showing

how a the amount is the same but just takes the shape of the container

Engages* with the use of a balance when comparing the mass of objects.

Attend to one shopping bag being filled with many items to demonstrate a lot of mass and to

another shopping bag being filled with fewer items to demonstrate a little mass.

Attend to activity counting how many units of a specific measure (e.g. ¼ cup) are needed to fill a

glass container. Repeat with varied measures (1 tablespoon, 1 quart) and varied container

sizes.

Pick an object from a basket of light and heavy objects of approximately the same size (e.g. a

full box of staples and a similar size box of cotton balls) and place on the appropriate Mayer-

Johnson symbol for light or heavy (in an errorless format)

Engage* in an activity of pouring liquid volume measures into an appropriate sized container.

Vary the volume measures and the containers.

Engage* in an activity placing pictures of Heavy Things and Light Things into groups as directed

Reach and release a heavy book. On a two-switch device “heavy”. Repeat with “not heavy”.

Activate device with pictures of objects attached to answer the questions “I am heavier than”

or “I am not as heavy as.” (Repeat with Light/Lighter)

Take a trip to a local street fruit stand and observe the vendor weighing fruit and vegetables.

Touch a programmed device for “weigh” or “pounds” or “how much does it weigh?”

Using objects sort of items found in food stores that are sold by solid measures or liquid. (or

pounds vs. ounces)

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify tools that measure volumes during cooking activity (e.g. measuring cups, tablespoons,

etc.)


Distinguish between tools that measure mass and tools that measure volume.

Name or label measuring tools of volumes and masses.

Predict which items of the approximate same size have more mass and which items have less

mass (ex: a stapler or an eraser, a pencil or a sharpener).

Use a balance scale to compare the mass of various objects.

Indicate “yes or no” using PMC when asked if an item is a measuring tool for volume or mass.

Use beakers to measure liquid amounts.

Participate in a cooking activity by measuring the necessary ingredients.

Compare the volume of different objects (ex: a cup and a water bottle).

Use a gram scale to determine the mass of classroom items.

Collect rainwater in a basin and measure it daily or weekly rainfall in both volume and mass.

Participate in an activity of pouring volume measures (i.e. a 1 cup liquid measure) into

appropriate size container from a selection of containers. Vary the volume measures and the

containers.

Using the Internet or food store flyers, make a list of items found in food stores that are sold by

solids vs. Liquid (or pounds vs. ounces)

Experiment with various liquid measuring tools to estimate how many of each would be needed

to fill various size containers.

Using pictures of familiar items with varying mass have groups of students sequence from light

to heavy and then compare their sequence with their classmates.

Visit the supermarket to create a list of foods students could find that are sold by liquid

measures.

Use classroom books to create two piles of 10 books each with each pile representing different

dimension books (paperback size vs. textbook size). Predict which will be heavier or lighter

even though each has 10 books.

Make a collection of the various measuring tools of this unit. Make a list the words used to

describe what they measure.

Using words or pictures create a chart showing “Things heavier than me/I am heavier than”.

Repeat with “lighter”


Take a trip to a local street fruit stand and observe the vendor weighing fruit and vegetables.

Take turns reading the scale along with the vendor when the vendor weighs items for

customers.

LEARNING PLANS AND ACTIVITIES LEVEL B: Measure volumes using appropriate tools and record results in order to make comparisons

Measure masses using appropriate tools and record results in order to make comparisons

Follow a recipe and use measuring tools to bake cookies.

Follow instructions by using measuring tools to make a powdered drink.

Compare mass or volume of a given set of items.

Make a prediction about what classroom items have more mass and use a balance scale to

compare them.

Measure the ingredients and follow the steps in a recipe.

Compare the volume of different objects (ex: a Snapple and a bottled juice).

Predict the mass of classroom items and use a gram scale to determine their actual mass.

Collect rainwater in a basin and create a graph to measure daily or weekly rainfall

Estimate mass and volume measuring these attributes to compare with estimations.

Measure mass and volume of school lunch/snack items (ex: banana, milk, juice, apple).

Solve work problems related to mass and volume.

Differentiate between various units of measurement (ex: grams and kilograms).

Determine the appropriate unit to measure given objects (ex: Would you use grams or

kilograms to measure the mass of a pencil?).

Represent masses of various objects in a graph.

Estimate how many (cups, ½ cups, etc.) are needed to fill a jar (bucket, container) and follow by

measuring.

Sequence small objects of varying mass and use the classroom scale to check the sequence.

Create origami boxes using two (or more) squares of different sizes (5x5, 7x7) and have

students estimate the volume of cereal (cheerios) that will fill each box.


Build and use a balance scale with a ruler, 2 paper clips, 2 small plastic containers, and string.

Put two small holes in either end of the ruler and in the center. Tie a piece of string in the

center hole.

Calculate the mass of a liquid by finding the difference between the weight of an empty

container and then the weight of the same container filled with a liquid

Place one paper clip through each hole of the ruler and through a hole in one plastic container.

Hang string on a doorknob.

Estimate the mass of two similar items of similar size (e.g. an apple and an orange) and use the

homemade scale to test how similar they are/are not.

Have students collect rock samples of different kinds of rocks. Make a chart sequencing the

mass of similar size rocks.

Visit the supermarket to create lists of foods that are sold by specific liquid measures.

Use classroom books to create two piles of 10 books each with each pile representing different

dimension books (paperback size vs. textbook size). Predict which will be heavier or lighter

even though each has 10 books. Explain why.

Make a collection of the various measuring tools of a specific measure. Explain how each works

(how is the way a scale works different from how a measuring cup works?)

Using the Internet or food store flyers, make a list of items found in food stores that are sold by

quarts vs. liters.


Lesson Strand 3: Measure lengths using rulers with halves and fourths marked.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with a ruler by touching it as various objects are being measured.

Touch a piece of yarn that has the length of a ruler.

Attend to the labeling of the units in the ruler.

Participate/assist in measuring items using a ruler.

Provides the name of the Item, “ ruler” (in an errorless format) when asked, “ what is this?” by

activating a voice output device

Attend to the directions given when measuring items.

Engage in an activity for measuring by lining up a ruler next to objects to be measured.

Engage in putting together Lego blocks to represent different measures.

Touch different strands of clay or play dough lined next to a ruler to illustrate length.

Participate in stacking Cuisenaire rods to match a specific ruler height drawn on paper.

Engage in classroom hunt activity to match a marked length (e.g. 3 inches) of an item (example:

ribbon, stick, pipe cleaner) to items in the classroom of the same length.

Attend to measurement of a Gummy Worm, large rubber band on a ruler. Track Gummy

Worm, large rubber band as it is stretched and re-measured on the ruler.

LEARNING PLANS AND ACTIVITIES LEVEL C: Sort items according their length (ex: short and long).

Classify if given items can be measured by a ruler or not.

Use a 12 inch length of yarn and try to find items in the classroom that equal that measurement

length

Measure the ruler lengths of an item (e.g. tile floor, pencil, table, etc.).

Measure lines or items to the nearest whole unit using a ruler.

Make their own ruler using a real ruler as a model, out of cardboard.


Count footsteps, hand spans, and body lengths to measure a distance from one point to

another in the classroom, then measure using a standard ruler.

Illustrate the concept that the ½ mark is half way between two whole numbers (ex: the 3 ½

mark is half way between 3 and 4).

Make a list of items that show their length to be half way between two numbers on the ruler.

Illustrate the concept that the ¼ mark is just a little past the whole number (ex: the 3 ¼ mark is

longer than 3 inches but not as long as 3 ½ inches).

Estimate the length of objects and then measure them to determine actual length.

Stack specific given number of Cuisenaire rods and record resulting length to the ¼ inch.

Measure out pipe cleaner of 3 ½, 4 1/2, and 5 ½ inches. Find similar length items in the

classroom and estimate which length the items are closest to. Check estimates by performing

actual measurements.

After reading Leo Lionni’s Inch by Inch students choose classroom objects to estimate height or

width, record their estimates on a teacher-created table worksheet (Item, Estimate, Actual,

How Far Off?), measure, and calculate how far off they were to the nearest inch.

Read the story “How Big Is a Foot?” by Rolf Myller up to the point where the apprentice goes to

jail. Have the students postulate how to help the apprentice. (Use a ruler, use standard

measurement)

Play Gummy Worm Stretch. Measure a gummy worm with a ruler. Stretch as far as student

can without breaking it. Re-measure.

Look at three paths pre-created from string (one straight, one curved, and one zigzag). Then

predict which is the longest. Stretch all pieces out straight to check prediction. Finally,

measure each path to the inch using a tape measure.

LEARNING PLANS AND ACTIVITIES LEVEL B: Measure the lengths of given items using measuring tools to the half and quarter units.

Compare lengths of objects using appropriate tools, and use appropriate descriptive language

to explain their comparison.


Students explain why ½ inch is a larger unit of measure than ¼ inch (students must be able to

explain that ¼ is the same as one part of a whole split into 4 sections vs. ½ being one part of a

whole split into just 2 sections).

Calculate the difference between two items of varied lengths.

Identify units on a ruler including ½ and/or ¼ marks.

Sequence lengths of objects after measuring them.

Measure the dimension (length and width) of the room using appropriate tool.

Estimate the length of an item and verify the measurement using an appropriate tool.

Compare whole inches, ½ and ¼ inch marks from a ruler (ex: longer or shorter)

Measure the perimeter of desks and the different rooms in the school using measurements to

the nearest inch.

Measure and compare the lengths of various classroom items.

Play measurement hunt. Students will use a ruler to find objects in the classroom that match a

list of given measurements. Whoever finishes their checklist with the measurements given first,

wins the game.

Play, how many can you find? Give students a specific measurement length; they find and list as

many objects as they can that are of that measurement length.

Stack Cuisenaire rods to specific given lengths (e.g. 3 ¼ inches) and record number of rods

needed.

After reading Leo Lionni’s Inch by Inch, students choose classroom objects to estimate height or

width, record their estimates on a teacher-created table worksheet (Item, Estimate, Actual,

How Far Off?), measure, and calculate how far off they were to the nearest half-inch.

Read the story, How Big Is a Foot? by Rolf Myller up to the point where the apprentice goes to

jail. Have the students brainstorm how to help the apprentice (use a ruler, use standard

measurement) and discuss the benefits of using standard measurements when communicating

with others.

Play Gummy Worm Stretch. Measure a gummy worm with a ruler and record the length.

Stretch the gummy worm as far as the student can without breaking it. Re-measure and


record. Determine the difference between the original length and the stretched length to the ¼

inch.

Look at three paths pre-created from string (one straight, one curved, and one zigzag). Predict

which is the longest. Measure each to the half-inch using a tape measure.


Lesson Strand 4: Create scaled bar graphs in increments of 1, 2, 5, or 10 (e.g. in a bar graphs that

shows the number of pets each person surveyed has, each square filled in will equal 3 pets). Use bar

graphs that can answer the questions “how many more” or “how many less”.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to the labeling of the properties of a bar graph (e.g. title, name of x and y -axis, etc.).

Present questions used for collecting data to create a graph using PMC.

Engage in the drawing/creation of bar graphs.

Repeat the information taken from a bar graph.

Engage with the creation of a bar graph by choosing tangible objects (ex: Select the item that is

going to be counted and graphed; M&Ms or Fruit loops. Label the axis with the colors of the

item selected to prepare the chart for graphing information collected by others.

Selects topic to have data collected on and graphed from a set of choices. Student is presented

with 3 object or picture representations regarding topics for collecting data. Whatever the

student selects will be the topic that data will be collected from others.

LEARNING PLANS AND ACTIVITIES LEVEL C: Label the properties of the bar graph (e.g. title, name of x and y -axis, etc.).

Draw appropriate bars on a graph to represent given information.

Indicate “yes or no” using PMC when asked if a representation is a bar graph.

Identify the highest or lowest among the bars in a bar graph.

Answer question that pertains to the information in a bar graph (e.g. how many children choose

apple as their favorite snack? Information in the bar graph: 4 apple, 5 banana, and 3 Twinkies).

Select M&Ms out of a bag and graph them by color. Then indicate which color has most or

biggest amount and/or which color has the least or smallest amount.

Match data information given to a representation of that information by selecting the

appropriate bar graph.

Interpret two bar graphs or pictographs to compare the data represented (ex: more or less).


Subtract the information on two bars in the graph to determine “how many more” and /or

“how many less” (ex: How many red M&Ms did we have than the blue one).

Collect information to create a graph and interpret its results (ex: how many more students

prefer summer over winter?).

Create a monthly weather graph and review it daily to keep track of the trends in weather.

Determine if two bar graphs represent related data or unrelated data. For example, two graphs

that show favorite singer and favorite song are related data. Two graphs that show favorite pet

and number of goals score from different soccer teams are unrelated sets of data.

LEARNING PLANS AND ACTIVITIES LEVEL B: Collect school-wide data and represent it in a bar graph or picture graph (ex: how many

students have birthdays in March? How many students have birthdays in April?).

Compare data from bar graphs and write statements based on their information.

Calculate the difference among bar graphs entries.

Interpret bar graph information to peers.

Represent the information and results of a survey in a bar graph.

Make predictions based in the information given in a bar graph.

Keep track of own weekly stickers/rewards by representing in the bar graph.

Find the unit value in a given scale of the bar graph by interpreting the graph key (ex: key 2

boxes = 8 apples. What does each box represent? 4 apples).

Interpret two bar graphs, picture graphs or pictographs to compare the data represented on

them.

Create a bar graph from a given set of data, labeling the axes, title and key chart.

Gather data from a school survey to create a graph.

Find values represented in a bar graph to demonstrate knowledge of a graph key (ex: each box

colored represents 5 students)


MATERIALS/ RESOURCES SmartBoard

IPads

Laptops

Assistive Technology (switches, communication devices, etc.)

Pizza dough supplies (flour, yeast, water, clear plastic containers)

Balance scale supplies (ruler, string, paper clips, clear plastic containers)

WEBSITES http://em-ccss.everydaymathonline.com/g_login.html

http://go.math.com/

www.coolmath.com

http://www.ehow.com/info_8622796_difference-between-mass-weight-volume.html

http://www.ehow.com/how_4479115_find-mass-liquid.html

Time:

http://www.teachingtime.co.uk/

http://www.maths-games.org/time-games.html

http://classroom.jc-schools.net/basic/math-time.html

http://www.kidsolr.com/earlychildhood/page4.html http://www.smartboardgames.com/3rd-grade/3-math/telling-time-game-math/

Measuring Length Resources:

http://pbskids.org/games/measurement.html

http://jmathpage.com/JIMSMeasurementlength.html

http://teachingideas.com.uk/maths/contents_length.htm


http://teachingideas.com.uk/maths/contents_length.htm

http://jmathpage.com/JIMSMeasurementlength.html

http://pbskids.org/games/measurement.html

http://www.smartboardgames.com/3rd-grade/3-math/telling-time-game-math/

http://www.kidsolr.com/earlychildhood/page4.html

http://classroom.jc-schools.net/basic/math-time.html

http://www.maths-games.org/time-games.html

http://www.teachingtime.co.uk/

http://www.ehow.com/how_4479115_find-mass-liquid.html

http://www.ehow.com/info_8622796_difference-between-mass-weight-volume.html

http://www.coolmath.com/

http://go.math.com/

http://em-ccss.everydaymathonline.com/g_login.html

http://www.bing.com/videos/search?

q=TEACHERTUBE+VIDEOS+ON+MEASUREMENT&FORM=VIRE4&adlt=strict#view=det

ail&mid=898C2450C82C1E6E98FD898C2450C82C1E6E98FD

Measuring Volume and Mass Resources:

http://teachingideas.co.uk/maths/contents_massweight.htm

http://jmathpage.com/JIMSMeasurementmassvolume.html

http://curriculumsupport.education.nsw.gov.au/primary

mathematics/numeracy/parents/helping volmass.htm

Bar Graph Resources:

http://jmathpage.com/JIMSStatisticspage.html

http://nsa.gov/academia/_files/collected_learning/elementary/data_analysis/

favorites_fun_with_bar_graphs.pdf

IPAD APPS Interactive Telling Time

MANIPULATIVES Analog Clock

Digital Clock

Judy Clocks

Melissa and Doug Wooden Shape Sorting Clock

Interactive Telling Time - Learning to tell time is fun

Time Flashcards

Rulers

Measuring cups

Measuring spoons


http://nsa.gov/academia/_files/collected_learning/elementary/data_analysis/favorites_fun_with_bar_graphs.pdf

http://nsa.gov/academia/_files/collected_learning/elementary/data_analysis/favorites_fun_with_bar_graphs.pdf

http://jmathpage.com/JIMSStatisticspage.html

http://curriculumsupport.education.nsw.gov.au/primary%20mathematics/numeracy/parents/helping%20volmass.htm

http://curriculumsupport.education.nsw.gov.au/primary%20mathematics/numeracy/parents/helping%20volmass.htm

http://jmathpage.com/JIMSMeasurementmassvolume.html

http://teachingideas.co.uk/maths/contents_massweight.htm

Scale

Balance scale

Measuring beakers

Tape measures

BOOKS (including but not limited to)

Lionni, Leo. Inch by Inch

Berger, Samantha and Chanko, Pamela. “Big and Little”

Sweeney, Joan. Me and the Measure of Things

Math Workbooks: Finish Line Math Strands: Measurement, Level C – 3rd Grade . Continental

Press

Rothman, Peggy 10 Minutes Till Bedtime

Gibbons, Gail Clocks and How They Go

Aber, Linda Carrie Measures Up!

Adler, David How Tall, How Short, How Far Away

Segan, Ann One Meter Max

Gillea, Alma About Meters

Hutchins, Pat Clocks and More Clocks

Myller, Rolf How Big Is A Foot?

VIDEOS http://www.brainpopjr.com/math/measurement/inchesandfeet/

http://www.brainpopjr.com/math/measurement/centimetersmeterskilometers/


http://www.youtube.com/watch?v=NNjA1wSp2Bo

http://www.youtube.com/watch?v=0Yq_rztquuU

http://www.youtube.com/watch?v=1eGkW3JnthI


http://www.youtube.com/watch?v=1eGkW3JnthI

http://www.youtube.com/watch?v=0Yq_rztquuU

http://www.youtube.com/watch?v=NNjA1wSp2Bo


http://www.brainpopjr.com/math/measurement/centimetersmeterskilometers/

http://www.brainpopjr.com/math/measurement/inchesandfeet/

http://www.amazon.com/Math-Workbooks-Finish-Strands-Measurement/dp/0845451510/ref=pd_sxp_f_pt/182-5838069-2448343

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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