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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D 75 Alternate Assessment Curriculum 3-5 Social Studies Module 1: Our Government

Underlying the development of the activities included in this document is the profound

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are

imbedded within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to

situations. They rely heavily on objects, picture cues, a print rich environment, and an exposure

to content in multiple and modified formats to facilitate learning. These students typically work

within Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential


Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization, and Webb’s Depth of Knowledge).

Level B learning plans and activities are reflective of students who demonstrate skill abilities

closest to meeting the CCLS and content standards expectations as they are written. These are

typically students who may participate in inclusion settings and students who may return to

community based instruction programs. These students would be expected to work in all levels

of Webb’s Depth of Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for

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

goals and objectives.

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

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

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

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

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

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

introduction.

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

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities


Resources list

materials lists

A sample lesson written related to one activity in one strand

It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities

to develop targeted skills through content-based instructional experiences that are also applied

in the context of functional activity experiences.

Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).


5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate Assessment

Curricular Framework Module of Study (AACF) based on the guiding

protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework Grades 3-5 Social Studies Module 1

OUR GOVERNMENT

CONTEXT

UNIT TOPIC: Our Government

The purpose of social studies is to develop social understanding and civic efficacy (the readiness

and willingness to assume citizenship responsibilities and to make informed and reasoned

decisions for the public good as citizens of a democratic society.)

Building upon the economic, geographic, political, and historical concepts learned in the

primary grades, students in grades 3-5 will discover how a variety of cultural influences have

interacted to create a unique and diverse society. They are prepared to build on their learning

as they move to a study of United States history in the fourth and fifth grades.

This module begins with the students identifying different aspects of our government and the

process to elect and appoint government officials. They further explore the types of

government agencies in their communities and how they affect their daily lives.

Students also explore the roles and responsibilities of our leaders, documents, people, and

events that have made the United States what it is today.

Instruction should utilize the social studies literacy skills for the twenty-first century. These

statements represent a continuum of tools, strategies, and perspectives that are necessary for

the student’s understanding of social studies material that is taught at each grade level.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK

Create a 3-D school organization pyramid with four sections identifying and describing the

school “organization” including titles and roles/responsibilities of community members

(Ex: Students, Teachers, Assistant Principals, Principal)

Level D: Students will attend to and engage in the school organization pyramid by indicating the correct

section using eye gaze, physical gestures and/or AAC devices. Students will match given

photographs to the correct photograph in each section, given teacher support and using their

Preferred Mode of Communication (PMC).

Level C: Students will be given a teacher created pyramid (school name and categories provided),

photographs and school community members’ names. Students will match the correct person

to each category using words and/or photographs. They will match the information correctly on

the school organization pyramid using their PMC (Preferred Mode of Communication).

Level B: Students will be given a teacher created pyramid (school name and categories provided) and a

word bank for reference. Students will provide the names of the school community members

and write simple sentences describing the roles and responsibilities for each category. They will

place the information correctly on the school organization pyramid using their PMC (Preferred

Mode of Communication).


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

Document.

STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:RI.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.

SL.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.

L.6 Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

W.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

SOCIAL STUDIES KEY IDEAS:

STANDARD 1 - The study of New York State and United States history requires an analysis of

the development of American culture, its diversity and multicultural context, and the ways

people are unified by many values, practices, and traditions.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 1.1- Students will learn about the changing nature of the workplace, the value of work

to society, and the connection of work to the achievement of personal goals.

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.3- Personal qualities generally include competence in self-management and the

ability to plan, organize, and take independent action.

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

small groups in family, social and work situations.

Standard 3a.5- Technology is the process and product of human skill and ingenuity in designing

and creating things from available resources to satisfy personal and societal needs and wants.

ESSENTIAL QUESTIONS

1. What are the roles and responsibilities of political leaders?

2. What rights do citizens have in our country?

3. What does it mean to be a responsible citizen?

4. What is an election?

5. What government agencies in our community do we use?

VOCABULARY

Citizens

City

Community

Country

Elect

Government

Independence

Leader

New York

New York City

Responsibilities

Rights

State

United States


Job Vote

LESSON STRANDS OVERVIEW1. Our President, Vice President and Mayor have different roles and responsibilities.

2. The Declaration of Independence gave people the rights to be citizens of this country.

3. U.S Constitution establishes rights and responsibilities of people in this country.

4. There is a process to elect and appoint government officials

5. There are many different government agencies in our communities (e.g. library, post

office, police department).

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: Our President, Vice President and Mayor have different roles and

responsibilities.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attends to picture(s) of current president, vice-president, and/or mayor.

Engages with a memory match game of 2 pictures of the official.

Attend to a modified version of Barack Obama (Reading A-Z).

Activate a pre-programmed device that names the official(s).

Attend to movie “President” on BrainPopJr Website. http://www.brainpopjr.com/socialstudies/government/president/


http://www.brainpopjr.com/socialstudies/government/president/

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify picture (s) of current president, vice- president and mayor and match the

picture of the person to their title.

Read a modified version of “Barack Obama” (Reading A-Z) and answer questions.

Participate in a memory match game where the student matches a picture of the official

to his/her title.

Answer questions about movie “President” on BrainPopJr Website. http://www.brainpopjr.com/socialstudies/government/president/

LEARNING PLANS AND ACTIVITIES LEVEL B: Name the current president, vice- president and mayor in pictures.

Label the picture of the person with their title and describe their role.

Read “Barack Obama” (Reading A-Z) and answer questions.

Answer questions about movie “President” on BrainPopJr Website.http://www.brainpopjr.com/socialstudies/government/president/

Choose an elected official and write a letter giving ideas for improvement of your

city/country.




Lesson Strand 2: The Declaration of Independence gave people the rights to be citizens of

this country.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in a reading of “The Declaration of Independence: The words that made

America” by maintaining attention to the reader.

Attend to video “Citizenship” http:www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilities

Attend to classmates’ discussion what is it to be a citizen and what it means to have

rights.

Explore a primary source Declaration of Independence artifact.

Activate pre-programmed device of key vocabulary words from/related to the

Declaration of Independence artifact.

LEARNING PLANS AND ACTIVITIES LEVEL C: Brainstorm and list student’s rights within the classroom.

Discuss what is it to be a citizen and what it means to have rights.http:www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilities

Recognize one right guaranteed to citizens by matching to its corresponding picture.

e.g. right to be safe Boardmaker picture of someone hitting with an “X” over it.

Participate with a reading of “ The Declaration of Independence: The words that made

America”.

Examine a Declaration of Independence artifact (replica of DOI) and make observations

about its characteristics.

LEARNING PLANS AND ACTIVITIES LEVEL B: Discuss what is it to be a citizen and what it means to have rights.

http:www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilities

List student’s rights within the classroom and discuss why they are important.


Write about one or more rights guaranteed to citizens by the Declaration of

Independence and explain why the right(s) was given.

Answer questions about a reading of “ The Declaration of Independence: The words that

made America”.

Examine a Declaration of Independence artifact (replica of DOI) and make observations

about its characteristics.


Lesson Strand 3: U.S Constitution establishes rights and responsibilities of people in this

country.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with a smartboard lesson using a graphic organizer that lists a student

responsibility at school vs. at home.

Attend to classmates role playing student responsibilities about making a “good choice”

vs. a “bad choice”.

Engage with the tools needed to Stamp (sign) a classroom Bill of Rights poster.

Engage with pictures to create a book depicting the classroom Bill of Rights.

Explore a primary source US Constitution artifact.

Activate pre-programmed device of key vocabulary words from/related to the US

Constitution artifact.

LEARNING PLANS AND ACTIVITIES LEVEL C: Create a Venn Diagram that lists the students responsibilities at school vs. at home.

Role play student responsibilities about making a “good choice” vs. “bad choice”.

Create and sign a classroom Bill of Rights poster.

Make a book depicting the classroom Bill of Rights.

Examine US Constitution artifact and make observations about its characteristics.

Create a color-coded timeline of the US Constitution.

LEARNING PLANS AND ACTIVITIES LEVEL B: Create a Venn Diagram that lists the students responsibilities at school vs. at home.

Role play student responsibilities about making a “good choice” vs. “bad choice”.

Create and sign a classroom Bill of Rights poster.

Make a book depicting the classroom Bill of Rights.


Examine US Constitution artifact and make observations about its characteristics.

Create a timeline of events surrounding the US Constitution.


Lesson Strand 4: There is a process to elect and appoint government officials.

LEARNING PLANS AND ACTIVITIES LEVEL D: Participate in a classroom voting activity (favorite field trip, lunch period activity,

subject) through use of pre-programmed device and/or manipulatives.

Engage in a voting process for class roles (nominate, campaign, vote and tally the

results).

Engage with newspaper photographs and/or articles read aloud by teacher and/or

classmates about the election (e.g. the 2013 NYC Mayoral election).

Engages with a pictorial collage about an election.

LEARNING PLANS AND ACTIVITIES LEVEL C: Recognize the right to vote by participating in a classroom voting activity (favorite field

trip, lunch period activity, and subject).

Participate in a voting process for class roles (nominate, campaign, vote and tally the

results).

In an election year, students can use newspapers to follow the race (e.g. the 2013 NYC

Mayoral election).

Complete a graphic organizer using basic facts about candidate.

Create a collage using words and pictures about an election.

LEARNING PLANS AND ACTIVITIES LEVEL B: Recognize the right to vote by participating in a classroom voting activity (favorite field

trip, lunch period activity, and subject).

Participate in a voting process for class roles (nominate, campaign, vote and tally the

results).

Complete a graphic organizer to compare at least 2 candidates.


Identify who is able to vote by appropriately indicating people’s eligibility (citizens of the

US, people over 18).

In an election year, students can use newspapers to follow the race and create a

timeline (e.g. the 2013 NYC Mayoral election).

Bring a news article related to an election to summarize using wh- questions and share

with class.

Create a collage using words and pictures about an election and complete a writing

piece of key points/ideas.


Lesson Stand 5: There are many different government agencies in our communities (e.g.

library, post office, police department).

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to a read-aloud of text Community Helpers from A to Z by Bobbie Kalman.

Attend to video “Community Helpers” on watchknowlearn.org.

Attend to a charade game in which classmates act out the duties of jobs.

Engage with government workers at a school-based career day for community.

government workers and/or a trip to a community government organization.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in read-aloud of text Community Helpers from A to Z by Bobbie Kalman and

answer questions.

Brainstorm and list community jobs.

Watch video “Community Helpers” on watchknowlearn.org and identify which jobs are

government jobs.

Sort jobs as government vs. non-government.

Match the worker to where they work (fireman to fire house).

Complete a writing piece that explains their favorite gov’t job and 3 responsibilities of

that job.

Participates in a charade game where the child acts out the duties of the job.

Take a field trip to a community government organization and create an experience

chart.

LEARNING PLANS AND ACTIVITIES LEVEL B: Read text Community Helpers from A to Z by Bobbie Kalman and answer questions.

Brainstorm and discuss jobs in the community.

Watch video “Community Helpers” on watchknowlearn.org and classify jobs as

government vs. non-government.


Categorize different community government workers, their job titles, responsibilities

and where they work.

Create and participate in a charade game to act out the duties of jobs.

Prepare questions for workers at a community government organization and conduct

interviews about jobs on a field trip to a community government organization.

Complete a writing piece that explains their favorite gov’t job, three responsibilities of

that job, and why they chose that job.


MATERIALS/ RESOURCEShttp://kids.usa.gov/government/index.shtml

http://www.brainpopjr.com/socialstudies/government/

http://www.readinga-z.com/

http://www.archives.gov/exhibits/charters/declaration.html

http://exchange.smarttech.com/search.html?

q=responsible+citizenship&subject=All+subjects&grade=All+grades&region=en_US (responsible citizenship

lesson)

http://schools.cms.k12.nc.us/beverlywoodsES/Documents/Febcitizenship.pdf

http://learningtogive.org/lessons/unit409/lesson4.html

http://www.brighthorizons.com/family-resources/volunteer-children/

Intellitools- Classroom Suite

http://aex.intellitools.com/download.php?fileName=presidentsday.zip

http://aex.intellitools.com/download.php?fileName=2012election.icspkg

http://aex.intellitools.com/download.php?fileName=presidentsday0.icspkg

http://aex.intellitools.com/download.php?fileName=communityworkers.zip

Smartboard Notebook Activities

Making a Difference

http://exchangedownloads.smarttech.com/public/content/52/52ea3f79-a59c-4e16-9b0e-

24954486026f/MakingADifferenceUS.notebook

Citizens Rights and Responsibilities in your Community

http://exchangedownloads.smarttech.com/public/content/0e/0e60af4b-c1a4-4ccd-bd8b-

5e9fc6b75794/Citizen%20Rights%20and%20Responsibilities%20in%20Your

%20Community.notebook

Responsible Citizenship Lesson

http://exchangedownloads.smarttech.com/public/content/90/902a7665-be7c-471a-a595-

b2372f26f623/GLOVER_SMARTproject.notebook


http://exchangedownloads.smarttech.com/public/content/90/902a7665-be7c-471a-a595-b2372f26f623/GLOVER_SMARTproject.notebook

http://exchangedownloads.smarttech.com/public/content/90/902a7665-be7c-471a-a595-b2372f26f623/GLOVER_SMARTproject.notebook

http://exchangedownloads.smarttech.com/public/content/0e/0e60af4b-c1a4-4ccd-bd8b-5e9fc6b75794/Citizen%20Rights%20and%20Responsibilities%20in%20Your%20Community.notebook



http://exchangedownloads.smarttech.com/public/content/52/52ea3f79-a59c-4e16-9b0e-24954486026f/MakingADifferenceUS.notebook

http://exchangedownloads.smarttech.com/public/content/52/52ea3f79-a59c-4e16-9b0e-24954486026f/MakingADifferenceUS.notebook

http://aex.intellitools.com/download.php?fileName=communityworkers.zip

http://aex.intellitools.com/download.php?fileName=presidentsday0.icspkg

http://aex.intellitools.com/download.php?fileName=2012election.icspkg

http://aex.intellitools.com/download.php?fileName=presidentsday.zip

http://www.brighthorizons.com/family-resources/volunteer-children/

http://learningtogive.org/lessons/unit409/lesson4.html

http://schools.cms.k12.nc.us/beverlywoodsES/Documents/Febcitizenship.pdf

http://exchange.smarttech.com/search.html?q=responsible+citizenship&subject=All+subjects&grade=All+grades&region=en_US

http://exchange.smarttech.com/search.html?q=responsible+citizenship&subject=All+subjects&grade=All+grades&region=en_US

http://www.archives.gov/exhibits/charters/declaration.html

http://www.readinga-z.com/

http://www.brainpopjr.com/socialstudies/government/

http://kids.usa.gov/government/index.shtml

Community Workers

http://exchangedownloads.smarttech.com/public/content/67/67b3b53b-5de3-4fac-8067-

80cc0e43d145/community%20workers.notebook

Presidents Activities

http://www.teq.com/erc-categories/finish/150-ss-elementary/2996-presidents-activities

BOOKS (including but not limited to)

Books that teach children about Citizenship:

Franklin Meets the President, Paulette Bourgeois

I am America, Charles Smith Jr

Vote for Me! Kirsten Hall

Arthur Meets the President, Marc Brown

It Takes a Village, Jane Cowen-Fletcher

A Very Important Day, Maggie Rugg Herold

By the Dawn's Early Light, Steve Kroll

Hawk, I'm Your Brother, Byrd Baylor

Miss Rhumphius, Barbara Cooney

America Is...., Louise Borden

The Blue and the Gray, Eve Bunting

Two Days in May, Harriet Peck Taylor

John Henry, Julius Lester

Mayor for a Day, Carl Sommer

Sadko and 1000 Paper Cranes, Eleanor Coerr

Ballot Box Battle, Emily Arnold McCully

Light You’re Candle, Carl Sommer

Dinosaurs to the Rescue, Laurie K.


http://www.teq.com/erc-categories/finish/150-ss-elementary/2996-presidents-activities

http://exchangedownloads.smarttech.com/public/content/67/67b3b53b-5de3-4fac-8067-80cc0e43d145/community%20workers.notebook

http://exchangedownloads.smarttech.com/public/content/67/67b3b53b-5de3-4fac-8067-80cc0e43d145/community%20workers.notebook

Unique Learning:

Key word search: PRESIDENTS, COMMUNITY

https://unique.n2y.com/members/library.aspx

Voting and Election Book List on ReadWriteThink.org:

http://www.readwritethink.org/files/resources/lesson_images/lesson396/

VoteElectBookList.pdf

Children’s books that build character

http://charactercounts.org/resources/booklist.php’

“The Declaration of Independence: The Words that Made America” by Sam Fink

Duck for President by Doreen Cronin

http://bensguide.gpo.gov/3-5/neighborhood/index.html


http://bensguide.gpo.gov/3-5/neighborhood/index.html

http://charactercounts.org/resources/booklist.php

http://www.readwritethink.org/files/resources/lesson_images/lesson396/VoteElectBookList.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson396/VoteElectBookList.pdf

https://unique.n2y.com/members/library.aspx

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.
