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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

D 75 Alternate Assessment Curriculum 3rd Grade Math Module 2: Number and Operation in Base Ten

Example of a revised Module

Resources list

materials lists

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

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

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

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

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

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

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

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

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

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

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

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

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

imbedded within the tasks.

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

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

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

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

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

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

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

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

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

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

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


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 Grade 3 Math Module 2

Number and Operations in Base Ten

CONTEXT

Unit Topic: Number and Operations in Base Ten

Multiplication and division start taking center stage in grades 3-5. The first module of Grades 3-5 math is connected to the ideas of finding products and quotients. Students are exposed and taught how to multiply and divide by using repeated addition or repeated subtraction. Students are to be exposed to and taught these mathematical concepts through hands-on instruction that emphasizes concrete manipulatives, examples, and application to real world problems.

In 3rd grade students learn to find simple products and quotients within 100. Students will begin using repeated addition, but should be encouraged to start learning/practicing multiplication fact fluency. Teachers should do extensive modeling and practice all year long with multiplication. Then in 4th grade, students will start using multiplication and to solve word problems and begin start seeing properties of numbers emerging. In addition, students will start to generate number and/or shape patterns, which will start building for expressions and linear equations in the later grades. By the 5th grade students will be composing mathematical expressions based real-world situations, but will be doing so with the use of brackets or parentheses. This will lead to a more formal understanding of the order of operations in the 6th grade.

The sample activities outlined are designed to elicit performances of mathematical thinking and behaviors, but also provide opportunities for students to get a concrete understanding of how multiplication and division work. Teachers should emphasize concrete examples and repeated regular practice using manipulatives and visualizations.

The activities in this module should be reinforced with multiplication and division activities throughout the day and in other content areas. In addition, it is very important to not merely cover the standards above once and not return. Multiplication and division are skills that build over time with ongoing and repeated practice.


Example of a revised Module

ASSESSMENT

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

Data collection

Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK:

**NOTE: THIS PERFORMANCE BASED ASSESSMENT TASK IS DIRECTLY RELATED TO ALL

STRANDS.**

Students will participate in a school wide and/or individual third grade class celebration in

purchasing items (virtually or physically) needed for the celebration at the supermarket.

Students will practice adding/subtracting and multiplying skills with money, rounding of whole

dollar value to the nearest tenth/hundredth and budgeting. Students will be assessed on their

ability to select multiple items that reflect multiplication and/or repeated addition skills, their

ability to compare prices on foods of various brands to demonstrate subtracting skills,

demonstrate rounding skills to the next dollar value by estimating cost of selected items when

budgeting and calculate final cost by adding all items.

Each student will have a task that they need to complete during their shopping trip within their

assigned groups. Students will be placed into groups based on data driven instruction. Each

group will be responsible for picking items from the supermarket that are on their shopping list.

Specified groups will use augmentative communication devices, visuals and checklists. Each

group of students will be assigned to a shopping cart that will have a picture of the group of

items they are assigned to buy. Suggested shopping cart groups (paper goods, fruits, and ice

cream sundae).

Level D: Paper Goods

Students will engage* in responses stated aloud regarding the use of paper goods by

demonstrating a voluntary and sustained or repeated attention to the task. Students will then


activate a switch to identify the paper good. (e.g. We use to paper napkins to clean up a spill.

We need to buy paper cups to pour juice into. We use paper plates to put food on.)

Students will be given a specific amount of money to purchase items on a shopping list.

Students will complete a shopping checklist by activating a switch and then place the items into

their shopping cart. When purchasing items on the suggested shopping list, students will

demonstrate their ability to multiply by picking up multiples of the same item (e.g. Ten bags of

plastic cups at a cost of $0.74 per bag would cost approximately $10.00. $0.74 is rounded to

$1.00. So $1.00 + $1.00 + $1.00 +$1.00 +$1.00 + 1.00 + $1.00 + $1.00 +$1.00 +$1.00 = $10.00)

Students will participate in the rounding of dollar value by activating a pre-programmed switch

that states the rounded dollar value of a specific item. Students will then add the total amount

of items purchased by activating a pre-programmed switch.

*Suggested shopping list: paper plates, plastic cups, paper bowls, paper napkins, spoons, and

forks.

**It is advised that teachers should price selected items and the name brands of items to

ensure that students remain within the budget (not over or under) and that they are given the

chance to demonstrate subtracting skills by finding the difference in price. All responses will be

pre-programmed on a switch.

Level C: Fruits

Student will participate in brainstorming various fruit items to purchase for the celebration.


Students will complete a shopping checklist that include picture supports with words as they

pick up items and place them into their shopping cart. When purchasing items on the suggested

shopping list, students will demonstrate their ability to multiply by using repeated addition in

selecting multiples of the same item (e.g. Five bags of apples at a cost of $3.74 per bag would

cost approximately $20.00. $3.74 is rounded to $4.00. So $4.00 + $4.00 + $4.00 +$4.00 +$4.00 =

$20.00)

Students will be responsible for keeping a running record of the total items bought from their

shopping list to remain in their budget. Students will also be responsible for adding the total

amount of monies spent remaining in their budget.


*Suggested shopping list: bananas, apples, grapes, strawberries, peaches, plums, oranges and

pineapples.



chance to demonstrate subtracting skills by finding the difference in price.

Level B: Ice Cream Sundae


Students will fill out a shopping checklist as they pick up items and place them into their

shopping cart. When purchasing items on the suggested shopping list, students will

demonstrate their ability to multiply by selecting multiples of the same item (e.g. Five bags of

marshmallows at a cost of $1.79 per bag would cost approximately $10.00). $1.79 is rounded to

$2.00. So $2.00 x 5 = $10.00.) Students will be responsible for keeping a running record of the

total items bought from their shopping list to remain within their budget. Students will

participate in the generating of the shopping list by using multiplication skills to figure out the

quantity of items needed for the celebration (e.g. If 1 bag of marshmallows feeds 8 people then

how many bags of marshmallows will it take to feed “x” amount of people? 8xA=?)

*Suggested shopping list: ice cream (various amounts in any flavor), ice pops, Italian ices,

whipped cream, cookies, chocolate/strawberry/caramel syrups, sprinkles (any), cones (waffle,

sugar, wafer), maraschino cherries, cookie crumbs, cereal toppings, chocolate chips,

marshmallows, gummy candies, assorted candy bars.



chance to demonstrate subtracting skills by finding the difference in price.

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

Document.


Rubric Grade 3 Math Module 2

Performance Assessment Task: 3 2 1

Level B3 Skills Addressed-Rounding whole numbers to the nearest 10’s or 100’s by demonstrating understanding of place value.

-Add/subtract within 1000 using objects, manipulativesand/or technology.

- Illustrate the concept of multiplication with whole numbers in multiples of 10 in the range 10-90.

Student will perform 3 out of the 3 of the targeted skills.

*NOTE: No prompting is indicated for the level B.



Students will perform 1 out of the 3 of the targeted skills.


Level C3 Skills Addressed-Participate in rounding whole numbers to the nearest 10’s or 100’s by understanding place value.

-Participate in adding/subtracting within 1000 using objects, manipulativesand/or technology.

-Participate in illustrating the concept of multiplication with whole numbers in multiples of 10 in the range 10-90.


*Cue with 1 verbal repeat/redirection


*Cue with 1 verbal repeat/redirection with 2-4 prompts: verbal, gestural or physical.

Students will perform 1 out of the 3 of the targeted skills.

*Cue with 1 verbal repeat/redirection with 5 or more prompts: verbal, gestural or physical.


This is an example of a rubric format that could be written to support the assessment of the performance task. This format would be appropriate for the level B and C student, not the D level student. The level D student would be using the template rubric below (See the HS Math module 2 for a sample of a how a D rubric would be completed.)

Name_______________________________ Subject______________________________ Grade Level Module____________________

Goal: Student will access the Common Core Learning Standards by demonstrating growth in their level of engagement during a variety of multi-sensory learning activities embedded in the District 75 Alternate Assessment Modules from September to June.

Evidence of engagement for this student is defined as:________________________________________________________________________________________


This is the only suggested format for generating a rubric for the Level D student. This rubric follows the student across all modules that the student could be experiencing within the school year, as this rubric measures the defined level of engagement for the student across the modules, NOT content acquisition. ( Refer to the High School Math Module 2 for an example of how the D rubric is completed.)(See the HS Math module 2 for a sample of a how a D rubric would be completed.)

LEVEL D RUBRIC TEMPLATE

4(criteria defined by

teacher)

3 2 1 LevelScore

Module 1-Performance Task

Date of Completion____________________Module 2-Performance Task



Date of Completion____________________

Teacher Name: Module: Class: Assessment Tools:

Student Name: IEP Goal (Reading) IEP Goal (Communication) IEP Goal

(Math)IEP Goal (Vocational) IEP Goal (Social-

Emotional)

Annual IEP Goal

SANDI # SANDI # SANDI # SANDI # SANDI #

IEP Goal Objective

Connection with Module/ Unit

Date

Rating


This is a rubric template design that allows for measuring progress towards IEP goals. The expectation is that the teacher would create opportunities for students to learn and practice IEP specific skills while experiencing the Module. (Refer to The High School Math Module 2 to see an example of a complete IEP-based rubric.)

STANDARDS

MATH COMMON CORE LEARNING STANDARDS:3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3. NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on

place value, properties of operations, and/or the relationship between addition and

subtraction.

3. NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80,

5 × 60) using strategies based on place value and properties of operations.

MATH KEY IDEA

Use place value understanding and properties of operations to perform multi-digit arithmetic.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

2: 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.

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

arithmetical and mathematical functions.

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. How can the use of place values help in understanding multi-digit arithmetic?

VOCABULARY

Closest to

Round

Number

Bundle

Ten-frame

Balance

Equation

Value

Place

Number line

Addition

Subtraction

Commutative property

Switch

Same

Different

Balance

Equation

Combined

Altogether

Multiplication

Combined

Skip count

LESSON STRANDS OVERVIEW1. Understand the use of place value in rounding whole numbers to the nearest 10’s or 100’s.

2. Add/subtract within a 1000 using objects, manipulatives and/or technology to demonstrate the

commutative property of addition/subtraction.

3. Illustrate the concept of multiplication with whole numbers in multiples of 10 in the range 10-

90 i.e. [8 x 70, 4 x20] using groups of objects, repetition addition and place value strategies.


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: Understand the use of place value in rounding whole numbers to the

nearest 10’s or 100’s.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engage/Attend to you tube video http://www.youtube.com/watch?v=InH5DzJyQ-s Teaching Place Value

#1.

Engages with a box filled with 1/2/3/4/5 item(s) and a box filled with 6/7/8/9 items to

round to 10 (eg. 1 ball and 9 balls).

Attend to teacher presentation of objects in relation to rounding to 10. (e.g. teacher

shows one object and then 9 objects which number is closer to 10? Teacher can show a

concrete representation of a number line).

Participate in a ten frame game to explore/grasp/engage with objects (e.g. teacher

prepares 2- ten frame boards and glues objects to demonstrate a group of 2 and group

of 9 which is closer to 10).

Participate/Engage in a numbered relay race by moving closer to the nearest rounded

number (e.g. go to the number 99 on the number line, and moves to the closest

number).

Activate a pre-programmed switch with nearest 10’s or 100’a (e.g. What is 8 closest to?

Student activates switch to say 10).

LEARNING PLANS AND ACTIVITIES LEVEL C: Engage/Attend to you tube video http://www.youtube.com/watch?v=InH5DzJyQ-s Teaching Place Value

#1. Identify using (PMC) the number 1 and the number 10 using a number line/number

cards.

Using a number line, match one number (1/2/3/4/5) and (6/7/8/9) to a number line

teacher uses flashlight to highlight number closest to ten.


http://www.youtube.com/watch?v=InH5DzJyQ-s


When given bundles of items ranging from (1-9) place the named amount into the

correct box (e.g. Teacher has two boxes labeled 1 and 10. Student is given a bundle of 8

(count items in bundle if applicable) and places them in the correct box).

Participate in a ten frame game by gluing/painting circles on two different boards (e.g.

Paint 3 blue circles on board 1 and paint 9 red circles on board 2) which board has 9

circles? That board is closest to the number ten.

Participate in a numbered relay race by moving closer to the nearest rounded number

(e.g. go to the number 31, identify the number on the number line, now move to the

closest number is it 30 or 40?).

LEARNING PLANS AND ACTIVITIES LEVEL B: Students will watch a tube video http://www.youtube.com/watch?v=InH5DzJyQ-s Teaching Place Value

#1. Identify using (PMC) the number 1, number 10, and 100 using a number

line/number cards.

Given a number line (could be from 1-10, 1-20 or 1-100 based on students’ abilities)

have student circle a named number. Teacher highlights the nearest ten (e.g. student

circle #9 teacher highlight #10. Student counts how many numbers stand between

named number and 10. Teacher points out how we round up from 6 and above.)

Make sets given named number use the sets to compare on a number line which set is

closest to the nearest 10/100.

Teacher gives counting blocks in combinations with a ten frame. Students place

numbered name in a ten frame. Which frame is closest to ten? Teacher demonstrates

using a number line and/or ten frame on the SMARTBOARD.

(Reinforce with IPAD app. Ten Frame Fill)

Participate in a numbered relay race by moving closer to the nearest rounded number

(e.g. go to the number 126, identify the number on the number line, then go to the

closest number is it 10/100?).



Lesson Strand 2: Add/subtract within a 1000 using objects, manipulatives and/or technology

to demonstrate the commutative property of addition/subtraction.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engages with a quantity of items in a bag, switches bag with neighbor. (e.g. John has

two balls in his bag and Jessica has 10 balls in her bag. Students switch bags to add

and/or subtract numbers.)

Attend to SMARTBOARD teacher places objects in two different boxes and switches

their places from left to right or right to left to add and/or subtract numbers.

Attend to a person juggling two balls and a person juggling three balls. Jugglers switch

amounts and add them together in a sensory box.

Activate a pre-programmed switch that names the combined amount (e.g. 2+ 3 = 5 or

3+2=5 program switch to say 5).

LEARNING PLANS AND ACTIVITIES LEVEL C: When presented with a big red box and big blue box on the SMARTBOARD, move one

(of two) numbers into the named box, then adds number together and switch order to

show commutative property.

Students will be given 10 or more pennies (and a paper plate, napkin or anything to

cover remaining coins) and will pick up a random amount of pennies count them and

make an equation with the remaining pennies under the plate. Students will change

digits in a numeric equation to demonstrate commutative property.

Make two large squares on the floor using tape place two designated amounts of

students in each box; put an addition or subtraction sign between the boxes. Have

students follow directions to move from box to box to understand commutative

property.


Glue designated amount of beads to two piece(s) of construction paper, identify

amounts to add and/or subtract then switch with a friend.

Match named numbers and switch with a partner (e.g. Bobby matches the number 2

and James matches the number 7. They switch numbers to match word-word, numeral-

word, word-numeral, numeral-numeral).

LEARNING PLANS AND ACTIVITIES LEVEL B: Have students count different quantities of items that total a set amount, than have

them switch bundles and add the numbers together.

Provide students with various equations on a piece of paper have them circle all the

equations that add up to/subtract from named solution (e.g. students are given

5+3,3+5,6+2,2+6 and are asked to circle all the equations that add up to 8).

On the SMARTBOARD, students move named numbers into equation boxes, answer the

equation and then switch the numbers to show commutative property.

Glue designated amount of beads to two piece(s) of construction paper, identify

amounts switch with a friend. Add beads altogether using a number line/number cards.


Lesson Strand 3: Illustrate the concept of multiplication with whole numbers in multiples of

10 in the range 10-90 i.e. [8 x 70, 4 x 20] using groups of objects, repetition, addition and place

value strategies.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to STARFALL video of multiplying http://more2.starfall.com/m/math2/threetimes-c/load.htm?f&d=demo

Attend to Skip counting video http://www.youtube.com/watch?v=GTYxfltyPgg

Engage with one group of objects in a small group (2-4 students) combine all objects in

the group; (e.g. teacher points out 3 groups of 2 is 6 objects.) Students explore

combined group of objects.

Engage with bundles of two to skip count by two. (e.g. 2, 4, 6, 8, 10).

Reach for/touch/hold/explore sets of numbers such as three hats to be combined with

other students (e.g. three students each has three hats 3X3=9 hats).

Activate a pre-programmed switch that names the combined amount (e.g. 2x 3 = 6

program switch to say 6).

Activate a pre-programmed switch to skip count 2,4,6,8,10.

Students attend/engage in skip counting by any number (e.g. 2’s) by posting the

numbers in order on a large board. Students match numbers in sequential order.

LEARNING PLANS AND ACTIVITIES LEVEL C: Students watch a STARFALL video of multiplying

http://more2.starfall.com/m/math2/threetimes-c/load.htm?f&d=demo teacher stops at certain points to have

students count dogs on the page.

Students watch/engage in a Skip counting video http://www.youtube.com/watch?v=GTYxfltyPgg

when paused by teacher, identify named number and highlight the number on the

number line to connect number from video.


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

http://more2.starfall.com/m/math2/threetimes-c/load.htm?f&d=demo



Distribute objects to each student to demonstrate multiplying by two and state solution.

(e.g. 2 set of forks 4 forks to Bobby, 4 forks to Susie when we multiply together we get

4x2 students = 8 show students 8 forks).

Watch teacher skip count by any number (e.g. 2’s) by posting the numbers in order on a

large board. Students match numbers in sequential order. Students make sets of each

number using manipulatives.

LEARNING PLANS AND ACTIVITIES LEVEL B: Attend to STARFALL video of multiplying http://more2.starfall.com/m/math2/threetimes-c/load.htm?f&d=demo

teacher stops at certain points to have students count dogs on the page and point to the

counted number on the number line.

Sort objects into categories (categorize by color/shape/ size) count objects in each

category to make a set, combine sets to make a multiplication fact. (e.g. 3 sets of 5 red,

blue, and green balls makes 15 balls altogether).

Distribute objects to each student to demonstrate multiplying by two and state solution.

(e.g. 2 sets of forks 4 forks to Bobby, 4 forks to Susie when we multiply together we get

4x2 students = 8 {show students 8 forks})

Students watch a Skip counting video http://www.youtube.com/watch?v=GTYxfltyPgg when paused

by teacher, identify named number solutions to its set (e.g. 2x3=6 match a set of 6 to the

number 6).

Given any multiple (pictorial) students will devise an equation using multiplication

and/or repeated addition.




Materials/ Resources“Ten frame fill” iPad app (FREE)

Starfall video of Multiplying


Skip Counting Video


Place Value Video

Teaching place value: http://www.youtube.com/watch?v=InH5DzJyQ-s

Hop scotch place value: http://www.youtube.com/watch?v=ADAh77wTGeI

Unique Learning

Counting Fruit by Nora Knople

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

Websites:

http://www.mathblaster.com/teachers/math-worksheets/place-value

Teaching Ideas website:

http://www.teachingideas.co.uk/maths/contents_placevalue.htm

http://www.teachingideas.co.uk/maths/placevalueclap.htm

http://www.teachingideas.co.uk/maths/placevaluehats.htm

SMART Exchange

Place Value:

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/

content/fa/fadc5736-840f-4fa7-ba2a-a3db6aa46f19/Place%20Value.notebook#

http://express.smarttech.com/?url=http%3A%2F%2Fexchangedownloads.smarttech.com

%2Fpublic%2Fcontent%2Fcf%2Fcf90b61c-f3e3-4c58-bfc5-0e5a0796e8f2%2FPumpkin

%2520Place%2520Value%2520Project%2520-%2520Final.notebook#


http://express.smarttech.com/?url=http%3A%2F%2Fexchangedownloads.smarttech.com%2Fpublic%2Fcontent%2Fcf%2Fcf90b61c-f3e3-4c58-bfc5-0e5a0796e8f2%2FPumpkin%2520Place%2520Value%2520Project%2520-%2520Final.notebook



http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fa/fadc5736-840f-4fa7-ba2a-a3db6aa46f19/Place%20Value.notebook

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fa/fadc5736-840f-4fa7-ba2a-a3db6aa46f19/Place%20Value.notebook

http://www.teachingideas.co.uk/maths/placevaluehats.htm

http://www.teachingideas.co.uk/maths/placevalueclap.htm

http://www.mathblaster.com/teachers/math-worksheets/place-value

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





%2Fpublic%2Fcontent%2F1a%2F1ae84d84-2e81-4ec8-b00f-02f9d82da904%2FFly

%2520Swatter1%2520place%2520value.notebook#

Make My number: Place Value


%2Fpublic%2Fcontent%2F95%2F95ca76d3-37b3-45e1-9a3a-1ad34ebc6092%2Fmake%2520my

%2520number.notebook#

Intellitools activities

Addition to 100

http://aex.intellitools.com/download.php?fileName=additionto100.zip

subtraction to 100

http://aex.intellitools.com/download.php?fileName=subtractionto100.zip

Place Value to 100s

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

Rounding to the Nearest Tens Place

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

Songs and Videos

Place value

http://mathstory.com/youtubevids/placevalonetenhund.aspx#.Uek4OlPTJ3s (youtube version)

http://sciencepoems.net/video/onestenshundreds.aspx#.Uek4k1PTJ3s

(non-youtube version)

Counting by Ten

http://mathstory.com/youtubevids/countbyten.aspx#.Uek5tVPTJ3s

(youtube version)

http://sciencepoems.net/video/countbytens.aspx#.Uek54VPTJ3s



http://sciencepoems.net/video/countbytens.aspx#.Uek54VPTJ3s

http://mathstory.com/youtubevids/countbyten.aspx#.Uek5tVPTJ3s

http://sciencepoems.net/video/onestenshundreds.aspx#.Uek4k1PTJ3s

http://mathstory.com/youtubevids/placevalonetenhund.aspx#.Uek4OlPTJ3s

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

http://aex.intellitools.com/download.php?fileName=subtractionto100.zip

http://aex.intellitools.com/download.php?fileName=additionto100.zip

http://express.smarttech.com/?url=http%3A%2F%2Fexchangedownloads.smarttech.com%2Fpublic%2Fcontent%2F95%2F95ca76d3-37b3-45e1-9a3a-1ad34ebc6092%2Fmake%2520my%2520number.notebook



http://express.smarttech.com/?url=http%3A%2F%2Fexchangedownloads.smarttech.com%2Fpublic%2Fcontent%2F1a%2F1ae84d84-2e81-4ec8-b00f-02f9d82da904%2FFly%2520Swatter1%2520place%2520value.notebook



Multiplying by Ten

http://mathstory.com/youtubevids/multiplyby10.aspx#.Uek7RVPTJ3s

(youtube version)

http://sciencepoems.net/video/multiplybyten.aspx#.Uek7mFPTJ3s



http://sciencepoems.net/video/multiplybyten.aspx#.Uek7mFPTJ3s

3rd grade Math Module 2 SAMPLE lesson planThis is a sample lesson written against a pre-requisite need prior to students being able to access the activity in the strand as written.

Essential Questions: What is a set? How (and why) do we make groups of items, known as sets?

CCLS: 3.NBT.A.3

Subject: Math Module 2, Number and Operations in Base Ten

Grade level: 3

LO/Aim: Create a set of a given number, 0-100

Learning Activity: Make sets given named number, use sets to compare on a number line which set is closest to the nearest 10/100.

IEP goals/objectivesSample Students:

Johnny – count using one to one correspondence (c) James – add items together (c) Ashley – attend to a task for 5 seconds (D) Maria – multiply single digit numbers (B) Ali – answer word problems (B) Helen – tolerate touching objects of different textures (D) Lin – identify how many are in a group/set (C) Julio – grasp a math manipulative upon request (D)

Vocabulary – set, group, number, add, all together, equal, more, multiply, solve, total, product

Materials-Visual templates to create setsManipulatives (concrete objects, etc.)Teacher made worksheetsMath notebooksPens/pencilsTechnology (corresponding games, SmartBoard activities)AAC

Mini Lesson: Teacher will begin the lesson by telling students, “Today we are going to learn about

sets. A set is a group of things that have something in common.” Teacher hold up five fork. “I have five forks. I can group the forks together into a set. Teacher will rubber


band the forks together in a bundle and hold it up. “This is a set of forks. I grouped the forks together to make one set. In the set, there are five forks.”

Teacher will then hold up a large fork, a small fork, a knife, a soup spoon, and a teaspoon. (Teacher can use any five items that have the same function). I now have five things that we use to eat. I can group these items together into a set. Teacher rubber bands the five utensils together and shows the class. This is a set of utensils. Everything in the set is something we use to eat with. They have a common function, or we use them for the same purpose, to eat. I grouped the utensils by having something in common. In this set, there are five utensils altogether.

Teacher will now return to the forks. “I have one set of five forks. I am now going to create two more sets of five forks each”. Teacher will create two more sets of forks and show the class. “I now have THREE sets of FIVE forks. How can I find the total number of forks using addition?” Teacher will model drawing on the board a visual representation of the three groups of sets, and write the mathematical sentence underneath (5+5+5=_________) and practice skip counting with the class. “5, 10, 15”, in order to find the total. “We can use repeated addition in order to find the total amount of forks.”

Teacher explains “We are now going to learn a new process to find the total. Has anyone ever heard of MULTIPLICATION? Multiplication is simply repeated addition to find the total number, or product. You have already done a problem with multiplication! Teacher will return to the model on the board. “5 plus 5 plus 5 equals 15. We can write this another way. Teacher writes 3 X 5 = 15 on the board. We have three whole groups, or sets, of five forks each. We can multiply the three whole groups by 5 forks to find the total or product. The total or product of three multiplied by five is fifteen.

Differentiated Instructional Groups (groups can either be mixed ability or based on level)

Ashley, Julio, HelenJohnny, Lin, JamesMaria, Julio

Guided Practice:

Level D -Engage with a variety of concrete items of different textures used to create a set of objects using various modalities (visual, tactile, kinesthetic, etc.) **Ashley, Julio and Helen IEP goals

Level D Activity Clarification – use real concrete objects and AAC to engage student with materials.

Level C -Sort items into groups by category (feature, function, class)-Create sets with the same item (all forks, etc.) to represent a given number, 0-10, using one to one correspondence, practicing the skill of ‘one more’ using a visual template, as needed. -Create sets with different items having the same function or class to represent a given number, 0-10, using one to one correspondence, practicing the skill of ‘one more’ using a visual template, as needed. ***James IEP goalsD 75 Alternate Assessment Curriculum 3rd Grade Math Module 2: Number and Operation in Base Ten

-Given a set of items, student will identify how many are in each set by counting. **Johnny and Lin IEP goals

Level C activity clarification – use a variety of visual templates to provide support to students in creating sets of objects, concrete objects for students to utilize in creating sets

Level B - Create a visual representation of sets of items given a scenario. For example, ‘If I have four sets of five forks each, how many spoons do I have in total?’ **Maria and Ali IEP goal**- Write a mathematical expression using repeated addition. 5+5+5+5=__________ - Find the total using repeated addition and skip counting. - Write a mathematical expression using multiplication. 5 X 4 = __________ - Find the total using multiplication and practicing fact fluency.

- Create your own multiplication word problem using sets. Include a visual representation a written explanation using PMC.

Level B activity clarification – use a variety of visual templates to provide support to students

Differentiation of Instruction

Account for differentiation with grouping students by Level D, C and B as well as within each group. For example, one Level B student may work on writing multiplication problems with single digits whereas another may be working on double digits. One Level C student may be working on creating one set of 5 while another may be sorting items based on function.

Assessment and EvaluationVarious types of evidence:

Photographs of students engaging with materials Data Collection (demonstrating accuracy of targeted objective and/or IEP

goal/objectives) Teacher made worksheets, as appropriate (creating sets given a number on visual

template, thinking map, etc.)

Teacher’s Reflection-Did the students’ understand the objectives? What evidence do I have? Do I need to re-teach these objectives? Do my students need more practice? What went well? What do I need to change for next time (grouping, staff assignments, materials, procedures, etc.).

Homework assignment:Provide parent with description of what the student did in class, so they can replicate and practice the skill with the student at home – similar teacher made worksheets to create and multiply sets in order to find the products (Level B); identifying the number in a set (Level C) engage with different sets of objects in the home and community (Level D)


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 D 75 Alternate Assessment Curriculum 3rd Grade Math Module 2: Number and Operation in Base Ten

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 SolvingD 75 Alternate Assessment Curriculum 3rd Grade Math Module 2: Number and Operation in Base Ten

Problem 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.


ps37r.altervista.orgps37r.altervista.org/nysaacc/math m2 3.docx · web viewthese students can...

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