ps37r.altervista.orgps37r.altervista.org/nysaacc/ELA M4 6-8.docx · Web viewGood planning will make for a successful presentation of your trip proposal, resulting in approval by

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

District 75 Alternate Assessment Curriculum 6-8 ELA Module 4 Making Good Decisions…

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 Frameworks

ELA 6-8 Module 4Making Good Decisions

Based on What We Experience in our World UNIT TOPIC: Making Good Decisions Based on What We Experience in our World

CONTEXTWhat do I want for breakfast? What game do I want to play? What TV show do I want to watch? What clothes do I want to wear? What snack do I want to buy? Can I have something now or do I have to wait? Should I grab the game I want from my friend or ask to use it later? Will I go to the gym to exercise? People make decisions every day. Some of them are inconsequential and others have a big impact. When we are young, our choices tend to be about personal preferences but, as we get older, decisions can affect safety, lifestyle, and other people.

People are often motivated to make decisions based on a variety of influences. Advertisements often persuade us to make decisions. The desire to purchase things motivates us to work to make money.

It is important to intentionally teach decision-making skills. Students need to be given opportunities to make good decisions affecting health, safety, leisure, purchases, and vocational choices. People often imagine themselves as basketball players, singers, firemen, and police officers. Through these experiences, students will come to recognize their own skills and abilities so they can make reasonable and satisfying decisions now and in the future.

In this module, students will have opportunities to experience real-life decision-making.Instructional opportunities will include reading advertisements carefully, using environmental information, determining facts and opinions, as well as making decisions that result in socially appropriate behaviors.

ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Photos of students participating in various classroom/community-based lessons and activities

Data collection Student work samples, as appropriate Unit performance-based assessment task


Performance Based Assessment Task:We’re Going on a Field TripAs field trip planners, what decisions will you have to make to plan and carry out a successful field trip? To plan the trip, you and your classmates will make many decisions. You will need to consider numerous issues. What are these issues and how will the decisions be made? Remember, each decision affects all the students in your class, and one decision may influence other decisions. Good planning will make for a successful presentation of your trip proposal, resulting in approval by your school’s principal. Your job is to work together, from start to finish, to plan a trip that the whole class can participate in. Note to teacher: the following is a list of questions that you might consider guiding the students to explore for this performance task.

Decisions for Planning a Field Trip How will we select a destination? How much will it cost? – How will we pay for it? Is it age/interest appropriate? How do we decide on a date? What if the date must be changed (due to weather, etc.)? How will we travel there? How will we get directions? How will we plan what we want to do when we’re there? How will we decide what we should wear? How will we decide whether to eat lunch there or not? What to bring for lunch? Making menu choices? Would we go back again? Why? Why not?

Level D: Students will engage* in the presentation of the trip planning by posing the trip planning questions to other students by activating a device with the questions pre-recorded. These students could also be expected to demonstrate a voluntary and sustained attention to objects, photos or symbols related to the various questions. For example, Photos or models of transportation options, photos or models of lunch menu planning options, clothing that may be required, trip destinations, etc. in addition, students can play a role in the proposal presentation to the Principal through the operation of the PowerPoint presentation other students will be speaking about.

Level C: Will create a poster, flyer, model or other end product to support the overallpresentation. Differentiated options for student participation may include, sequencing,identifying, listing, asking and answering WH questions, making choices, writing with options of sentences or pictures, illustrations, etc.

Level B: Students will plan, create, and give a presentation that includes information about an appropriate field trip, addressing key considerations as determined by the teacher. These considerations might include destination, cost, transportation, weather, distance, accessibility, etc. The final presentation product could take the form of a PowerPoint, video, a written report to then be orally presented, or a pamphlet.


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

STANDARDSELA Common Core Anchor StandardsReading:

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Writing: 1. Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of content.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Language: 3. Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.


Career Development and Occupational Standards

Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.Key Idea 2: Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations.Key Idea 6: Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.Key Idea 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.Key Idea 8: Systems skills include the understanding of and ability to work within natural and constructed systems.

ESSENTIAL QUESTIONS

1. Where do we get information?2. How do we use information to make informed decisions?3. How do we present information to persuade others?

VOCABULARY Accessible Advertisement Decision Directions Fact Future Influence Information

Map Navigate Opinion Peer Pressure Persuade Persuasive Argument Procedures Purchase

Reviews Route Schedule Source

LESSON STRANDS OVERVIEW

1. Decisions are made every day based on interests, behaviors, capabilities, needs, and desires

2. We use Informational sources in our environment to make decisions. (train/TV schedules, maps, directions, procedures, people, announcements, microwave bell)

3. Information is used to make informed decisions now, and in the future4. Factors that influence decision making (peers, advertising, other people’s opinions,

reviews, peer pressure, facts)5. Information is used to make successful persuasive arguments


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: Decisions are made every day based on interests, behaviors, capabilities, needs, and desires

LEARNING PLANS AND ACTIVITIES LEVEL D:

Presents mealtime, activity, or leisure choices to others using objects, pictures, pre-programmed devices

When presented with objects during class-activity decision time, demonstrates a sustained attention to the choices being presented such as objects, pictures, etc

Engages with an object that represents a choice that has already been made for them Attends to items being purchased on a shopping trip that are needed for a class activity

(cooking, art project)

LEARNING PLANS AND ACTIVITIES LEVEL C:

Creates a relevant shopping list related to the class activity using words, pictures, or symbols by sorting what is relevant and irrelevant on a T-chart to the activity-art project

Provides answers when presented with options at mealtime, or other school activity Creates their own work schedule by sequencing the activity options provided Chooses the work product design for a project- worksheet, illustration, poster, graph,

etc

LEARNING PLANS AND ACTIVITIES LEVEL B:

Researches prices, store locations, availability of products to make a decision about what, and where to purchase products for class activity (art project)

Generates own schedule for a day and provide supporting reasons for their schedule choices

Creates and conducts a survey to determine others’ interests, capabilities, and desires Problem solves how to navigate from one location to another in the school or

community, when presented with an obstacle that interferes with their usual course. For example, tell the students, “stairwell two is closed due to construction”, how else can we get to the gym?


Lesson Strand 2: We use Informational sources in our environment to make decisions. (train/TV schedules, maps, directions, people, announcements, microwave bell)


Engages with the reading of community signs by another person, or “reads” community signs for others using a pre-recorded device during a community trip

Engages with devices posted around the school building to name the location, to provide information about what to do in that location, or how to use the information source. For example, a device placed by an exit sign that states “this is the way out of the building”

Engages during a QR codes scavenger hunt in which QR codes are placed by informational sources throughout the building. These codes will link to student-made videos that describe how that informational source is used, or helps us to make decisions

Engages with an errorless SMART Board activity. For example, images of informational sources are dragged and dropped into a vortex or spiral, touch images to “name” the informational source

Engages with the materials and/or props and voice output devices with pre-recorded information used during the creation of videos that will be linked to the QR codes posted in the school or classroom


Participates in a SMART Board activity by matching informational sources to their purposes

Uses a map to determine which train route will get us to a specific location given two options

Participates in a QR code scavenger hunt in which QR codes are placed by informational sources throughout the building. These codes will link to student-made videos that describe how that informational source is used, or helps us to make decisions

Makes decisions based on a series of simple weather reports to determine if a trip is viable, or what clothing to wear for a specific time of year.

Identifies sources for gathering information about places to go on a trip. (For example, people who have been there, internet websites, literature about different place

Participates in a teacher-planned field trip, and then reflects on the planning of that trip by listing the informational sources the teacher used

Makes posters including pre-made QR codes of environmental informational sources that can be posted in the school or classroom



Plans routes to various destinations in the community using a subway, bus, or street map to determine the best route to take

References informational sources such as a school calendar, hours of operation schedules, and reports of seasonal weather conditions in order to determine when to take a trip

Participates in a teacher-planned field trip, and then reflects on the planning of that trip by listing the informational sources the teacher used and why

Creates videos that will be linked to QR codes within the school environment explaining how each source is used to provide information

Makes posters including the creation of QR codes of environmental informational sources that can be posted in the school or classroom


Lesson Strand 3: Information is used to make informed decisions now, and in the future

Learning Plans and Activities Level D: Engage with objects that represent activities that occur within a specific timeframe

(mealtime, ADL, gym, art, etc.) Engage with media sources (video, audio, etc.) when gathering information to make a

decision Engages with decision-making process through errorless choice opportunities related to

activities, mealtime, recreation and leisure etc. Engages with object representations for activities occurring at the moment and in the

future (for example, daily schedule representations) Engages with materials when making a classroom chart of decisions made everyday Activates a pre-recorded device to inform others what to do next in the schedule or

activity

Learning Plans and Activities Level C: When given 3 activities students are expected to complete in a specific time frame to

earn a reward, students will decide the order and execute the activities given Participate in making lists of tasks that can be accomplished within a specific time frame Edit a list of simple activities in order to prioritize the activities from most important to

the least important Organize/sort image cards of decisions made everyday into 3 categories. “No decision”-

letting others decide what you will do, “snap decisions”, a quick choice that is made with no consideration of the result), or a responsible decision, considering others (not only me) and your future (not only now)

Chooses a “job” based on information provided about different “jobs” in the classroom, school, or community. Provide a reason for selecting that job from a set of choices. For example, location, pay, type of work, skills, personal interest

LEARNING PLANS AND ACTIVITIES LEVEL B: Students are given a list of activities to complete in 15 minutes in order to earn a

reward. Students then explain the process they used when deciding the order and execution of the given activities, and the impact of their decisions on the outcome. (Did they earn the reward or not and why).

Provided with 3 activities they are expected to do in an impossible time frame, students plan a course of action of how they might handle this problem.

Edit a list of activities in order to prioritize the most important to the least important and explain why they organized them in the way they did.

Create a 4 column Chart. In the first column list decisions to be made. In columns two and three, list the immediate and long-term impact of these decisions. In the fourth, determine whether the decisions result in negative or positive consequences.

Infer from pictures the decisions being made and discuss if these are good or bad decisions. Support your thinking with valid reasons. For example, image of someone going to steal something, cross a street when sign says don’t walk, putting money in the bank.


Lesson Strand 4: Factors that influence decision-making (peers, advertising, other people’s opinions, reviews, facts)


Engages with various forms of advertising using diverse media Engages with object representations of items when comparing prices of items Using a voice output device makes statements of fact and opinion to others about

items, events, situations etc. Using a voice output device names the things that influence decisions as models are

shown to the class (advertisements, posters, people, television, etc.) Engages with materials when making advertising poster designed to influence others

about a topic or issue.


Comparing sale flyers to determine the cheapest price or place to purchase items While viewing 2 advertisements about the same product or service, identifies which

gives enough information to help make a decision regarding the purchase of the product or service

Sorts statements of fact and opinion in a T-chart Identifies types of decisions- those that impact only self, others, both self and others Recognize instances of “good” and “bad” peer pressure using role playing or video taped

scenarios Sort statements of examples that influence decisions into appropriate categories- peers,

advertising, reviews etc.


Identifies the point of view of another person about a topic and provides supporting evidence (something from text, something a person said, etc.)

When viewing one advertisement about a specific product, explains whether or not there is enough information about the product to make an informed decision regarding the purchase of the product.

Explains what would need to be added to an advertisement that would help in making the decision to purchase the product (for example, the price)

Distinguish between a claim and a fact being made by a person; in an advertisement; a pamphlet about a local area of interest

After viewing a role play scenario or video clip demonstrating “peer pressure,” use specific evidence explaining how they are instances of good and bad peer pressure


Lesson Strand 5: Information is used to make successful persuasive arguments


Engages in a mock job interview by answering simple questions using a device with pre-recorded answers

Engages with movie trailers that show instances of persuasions Engages with materials (objects/pictures) used to make a persuasive argument about an

event or topic (i.e. poster) Activates pre-recorded device with instances of persuasive statements Presents the persuasive argument created by the students in level B activity


Participate in a reading of a fiction-based text in which one character tries to persuade others to do something and identifies the persuasive statements used in the text

Generate list of persuasive words from text or advertisement (print or video commercial)

Participate in Mock job interviews or real interviews for classroom jobs by answering simple questions with information about themselves

Play the convince me game, when student wants something they are expected to convince the teacher with valid and logical statements

Identifies instances of fact-based persuasion (i.e. text that provides facts about healthy eating, ways to prevent heart attacks, why its important to visit the dentist)

LEARNING PLANS AND ACTIVITIES LEVEL B: Uses researched evidence to support a topic to persuade others to take action (healthy

lifestyle, why its important to stay in school, quit smoking) Working in groups, create a persuasive argument with logical and valid information

given a provided scenario. For example, the Principal has just announced there will be no more gym in school.

Listens to speeches and identifies persuasive statements made vs. factual statements Provides a persuasive argument with logical and valid reasons why they should be

“student of the week” Review movie trailers and explain if it persuades you to see the movie (why or why not)


MATERIALS/ RESOURCES

TECHNOLOGY: Websites:

http://www.admongo.gov/lesson-plans.aspx

MANIPULATIVES

BOOKS Persuasive argument texts: Otto Runs for President by Rosemary WellsHow Oliver Olsen Change the World by Claudia Mills


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-RegulationDistrict 75 Alternate Assessment Curriculum 6-8 ELA Module 4 Making Good Decisions…

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.


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