ps37r.altervista.orgps37r.altervista.org/nysaacc/Math M1 1.docx · Web view1. st. Grade Math....

Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schoolsrsquo

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 Webbrsquos 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 1st Grade Math Module 1 Operations and Algebraic Thinking

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 skillsbehaviors but also to provide

opportunities for students to engage with read andor 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 Webbrsquos Depth of Knowledge (Please refer to the Essential

D 75 Alternate Assessment Curriculum 1st Grade Math Module 1 Operations and Algebraic Thinking Page 2

Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization and Webbrsquos 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 Webbrsquos 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


sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format




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 classschool

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 ldquoHow tordquo Revise an Alternate

Assessment Curricular Framework Module of Study (AACF) based

on the guiding protocol 1 How do you lsquounpackrsquo or understand the standards for the learners in your classRead 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 learners2 How do you ensure connection between the standards the learning strands and the performance taskOne 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 studentsSeveral resources were used such as the CCLS Skills Progression at a Glance Wisconsin Early Learning Skills Equals chapterskills 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 Piagetrsquos 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 levels5 What should you consider for creating a rubric against the performance task for Level B C and DIsolated 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)


Page 6

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


Page 7

District 75 Alternate Assessment Curriculum Framework Grade 1 Math Module 1

Operations and Algebraic Thinking

CONTEXT UNIT TOPIC Operations and Algebraic Thinking

It is very important to begin developing mathematical awareness and thinking at a young age The first module of Grades K-2 math is connected to the ideas of counting and operationsmdashspecifically addition and subtractionmdashand begins algebraic thinking in connection to those addition and subtraction facts Students are to be exposed to and taught these mathematical concepts through hands-on instruction that emphasizes concrete manipuliatives and exemplars

In kindergarten students learn to represent addition and subtraction using their fingers objects and sound by drawing pictures etc They develop the concept of addition as ldquoputting things togetherrdquo and subtraction as ldquotaking things apartrdquo Students are given simple mathematical situations and asked to represent them in models using the numbers 1-10 These skills are expanded in the 1st grade with students determining missing numbers in addition and subtraction fact families up to 20 and building fluency of fact families up to 10 In the 2nd grade students continue to acquire and expand on these skills in numbers up to 100 and building fluency of fact families up to 20

The sample learning plans and activities outlined are designed not only to elicit performances of mathematical thinking and behaviors but also to provide opportunities for students to acquire a concrete understanding of how numbers work Teachers should emphasize concrete examples and repeated practice using manipulatives and visualizations

These activities in this unit should be reinforced by having students work with numbers throughout the day and across content areasmdashnot just during the designated ldquomath blockrdquo Examples of this would be ldquoHow many students are here today How many are notrdquo ldquoHow many stairs are on the staircase Letrsquos count going downrdquo ldquoHow many markers are on the tablerdquo Encourage students to begin linking things they see around the school and their neighborhoods with numbers and operations


Page 8

ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE

Photos of students participating in various classroom lessons and activities

Data collection

Student work samples with prepost test data as appropriate

Culminating Activities

Self-Assessments

Comprehension Rubrics

PERFORMANCE BASED ASSESSMENT TASKTo prepare for this performance assessment task the teacher will create a survey

question with at least three possible answers to choose from and a bar graph Some

examples of survey questions What is your favorite color What is your favorite pet

What is your favorite fruit In addition the teacher should have corresponding objects

or pictures representing numbers up to 20 that can be used by the students to answer

questions based on the survey results

The students collect data from one or more classes Ideally there should be

approximately 20 student participants so they have the opportunity to work with

numbers up to 20

The teacher then constructs questions that can be answered by using the

informationresults from the graph The questions should be about the number of

objects represented in the graph eg category with most category with least

categories with equal amounts how many more in a category compared to another or

how many altogether


Page 9

Level D Students will engage by demonstrating a voluntary and sustained or repeated

attention to the teacher or peers counting objects or objects or pictures that represent

numbers up to 20

Students will engage by demonstrating a voluntary and sustained or repeated

attention to the materials being used to solve additionsubtraction equationsword

problems based on survey results and using representations of numbers up to 20 the

activity using visual auditory or tactile modes


attention to math symbols (labeled with a plus and minus sign) or objects being used to

answer questions based on survey results when adding or subtracting number

combinations up to 20


attention to the math symbol (equal =) or objects picture representations used to

show the concept of ldquoequalrdquo based on survey results with number combinations up to

20

Level CStudents will use objectspictures representing numbers up to 20 to demonstrate

answers to questions based on survey results

Students will use objectspictures representing numbers up to 20 to solve

additionsubtraction equations and word problems based on survey results


Page 10

Students will use objectspictures representing numbers up to 20 to answer questions

based on survey results about when to add or subtract number combinations up to 20


based on survey results to show understanding of the concept of ldquoequal tordquo

Level BLevel B students will use a number line to determine the missingunknown number in

presented additionsubtraction equation presented to them based on information from

the survey results

See explanatory notes of ldquoengagementrdquo in The Essential Thinking Skills and Behaviors

Document


Page 11

STANDARDS

MATH COMMON CORE LEARNING STANDARDS1OA1 Use addition and subtraction within 20 to solve word problems involving

situations of adding to taking from putting together taking apart and comparing with

unknowns in all positions eg by using objects drawings and equations with a symbol

for the unknown number to represent the problem6

1 OA6 Add and subtract within 20 demonstrating fluency for addition and subtraction

within 10 Use mental strategies such as counting on making ten (eg 8 + 6 = 8 + 2 + 4 =

10 + 4 = 14) decomposing a number leading to a ten (eg 13 ndash 4 = 13 ndash 3 ndash 1 = 10 ndash 1 =

9) using the relationship between addition and subtraction (eg knowing that 8 + 4 =

12 one knows 12 ndash 8 = 4) and creating equivalent but easier or known sums (eg

adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

1 OA8 Determine the unknown whole number in an addition or subtraction equation

relating three whole numbers For example determine the unknown number that makes

the equation true in each of the equations 8 + = 11 5 = 1048576 ndash 3 6 + 6 = 1048576

MATH KEY IDEAS

1st Grade Represent and solve problems involving addition and subtraction

Understand and apply properties of operations and the relationship between addition

and subtraction Add and subtract within 20 Work with addition and subtraction

equations

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

2 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


Page 12

3a1 Basic skills include the ability to read write listen and speak as well as perform

arithmetical and mathematical functions

ESSENTIAL QUESTIONS

1 How do we relate numbers to problem situations in everyday life

VOCABULARY

Add

Addition

Difference

Equal to

Equals

Groups

Numerals

Sets

Subtract

Subtraction

Sum

LESSON STRANDS OVERVIEW1 Identifyuse objects to represent numbers up to 20

2 Shows various combinations of numbers up to 20 using addition and subtraction

3 Solve addition and subtraction numbers andor word problems using objects

drawings pictures or equations within 20 demonstrating fluency within 10

4 Demonstrate understanding of the concept ldquoequalrdquo when determining the

unknown in an equation (eg 7 + 1 = three plus two equals what)

5 Determine appropriate number being represented by a box to complete the

equation for additionsubtraction to solve equations up to 20 (eg 3 + _ = 7)


Page 13

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 Identifyuse objects to represent numbers up to 20

LEARNING PLANS AND ACTIVITIES LEVEL D Have students engage concrete materials (cubes) as they are being counted up

to twenty

Have students engage with count objects displayed on a screen (ie Smart Board

activity) by activating a switch upon request

Engage with specific numbers of objects when creating party bags for other

classes ( the bags would be distributed to other classes and could consist of ten

plates spoons napkins cups etc)

Engages with specific amounts of materials being passed out to classmates ( ie

2 books)

Engages with materials to create visual representations of numbers up to 20 ( ie

making a deck of cards paper chains create own cardboard dominos)

LEARNING PLANS AND ACTIVITIES LEVEL C Have students participate in the counting of flowers to represent numbers to

twenty while reading Funky Flowers Numbers

Have students participate in a stringing bead activity to make a

necklacebracelet to represent numbers to 20

Participate in passing out specific numbers of materials for an activity to

classmates (5 crayons 10 pipe cleaners 4 pieces of paper etc)


Page 14

Counts out specific numbers of items needed for party bags for specific class

sizes

Creates images visual representations of specific numbers ( ie paper chains

using a specific number of links making a deck of cards create own cardboard

dominos)

Create number card strip with images in each section of the strip for numbers up

to 20 ( ie bingo marker stamps for each number in the strip)

LEARNING PLANS AND ACTIVITIES LEVEL B Have students participate in a class scavenger hunt in which students are

required to findlocate objects to represent numbers to 20

Have student participate in an outdoor activity in which they have to collect up

to twenty items in nature to represent numbers to twenty



dominos) and label with corresponding numeral

Create number card strip with numerals up to 20


Page 15

Lesson Strand 2 Shows various combinations of numbers up to 20 using addition

and subtraction

LEARNING PLANS AND ACTIVITIES LEVEL D

Engages with the movement of objects to show additionsubtraction of

combinations of numbers up to 20

Engages with symbol representations ( plus + or minus ndash symbols) when

addingsubtracting number combinations up to twenty

Engages with voice output device that states the operation others are to do( ldquo

add two and twordquo)

Engages with materials to create paper chains with a specific number of links

LEARNING PLANS AND ACTIVITIES LEVEL C Have students participate in a story read aloud that shows the various

combinations of number up to twenty using additionsubtraction books such as

Hersheyrsquos Kisses Addition Book Hersheyrsquos Kisses Subtraction Book

Have students participate in a number line activity by having them select two

numbers up to twenty on a number line to addsubtract to show various

combinations

Guess the operation game I put two and two together-what did I do ( added) I

took 5 books from the shelf that had 20 What did I do( subtracted)

Create paper chain with specific numbers of links Then join with a classmate to

show addition up to 20


Page 16

LEARNING PLANS AND ACTIVITIES LEVEL B Have students participate in a card game by picking up number cards from a

deck and using them to addsubtract various combinations of numbers up to

twenty

Have students participate in a game of dominos by having them addsubtract the

dots on each domino piece to represent various combinations of numbers up to

twenty

Have students identifyrecognize numbers 10-20 as one group of 10 and a

specified number of ones to show various additionsubtraction combinations

Create paper chain with specific numbers of links Then join with a classmate and

indicate the total number of links for the combined chains up to 20

Game Subtract from Ten Materials Counters in two different colors dice

Number of Players 2 Directions Take turns to roll a dice and subtract the

number shown from 10 Record the subtraction fact and cover the answer on the

board Keep taking turns until all of the numbers on the board have been

covered Count how many counters you have each used The winner is the player

with the most counters on the board


Page 17

Lesson Strand 3 Solve addition and subtraction numbers andor word problems

using objects drawings pictures or equations within 20 demonstrating fluency within

10

LEARNING PLANS AND ACTIVITIES LEVEL D Engages in a read aloud of the story MampMrsquos Counting Book

Engages with MampMrsquos when creating and solving additionsubtraction equations

within 20

Engages with materials used in solving additionsubtraction real- world word

problems for numbers within 20

Engages with objects for numbers being called during the ldquoOne Less or One

More rdquo less game ( game described in level C and B)

LEARNING PLANS AND ACTIVITIES LEVEL C Have students participate in a read aloud of the story MampMrsquos Counting Book

Participates in solving additionsubtraction equations within twenty using

MampMrsquos

Have students solve additionsubtraction real-world word problems using

pictures andor objects

Play ldquoOne Less or One Morerdquo game Using game board chart with picture

supports (or number card strips with picture supports) with numbers up to 20

and a deck of cards with numbers up to 19 that have images for each number as

well When a card is flipped student has to put marker on the number that is

one more or one less depending on what version you want student to be

practicing

LEARNING PLANS AND ACTIVITIES LEVEL BD 75 Alternate Assessment Curriculum 1st Grade Math Module 1 Operations and Algebraic Thinking

Page 18

Have students participate in a game in which students roll two dice

(modified dice that include higher numbers than traditional dice) Have students

add andor subtract the numbers that they have rolled using an equation andor

base ten blocks

Have students participate by the explanation of addsubtract of keywords

explain operations used in word problem

Create addition and subtraction word problems for classmates to answer using

numbers within 20

Play ldquoone less or one morerdquo game Need A game board chart (or number card

strips students created) with numbers up to 20 and a deck of cards with numbers

up to 19 As a card is flipped student is randomly told to put a marker on the

number that is one more or one less than the one read from the card selected

Lesson Strand 4 Demonstrate understanding of the concept ldquoequal tordquo when

determining the unknown in an equation (eg 7 + 1 = three plus two equals what)


Page 19

LEARNING PLANS AND ACTIVITIES LEVEL D Have students engage with equal sets of objects

Engage with representation3-D model of the = sign symbol used in equations

Engages with representation of symbol = by naming symbol using a voice output

device

LEARNING PLANS AND ACTIVITIES LEVEL C Have student participate in an interactive activity to determine the sum andor

differences of numbers demonstrating the understanding of the concept ldquoequal

tordquo

Have student use the appropriate vocabulary and corresponding symbol when

solving an equation to demonstrate the understanding of the concept ldquoequal tordquo

5+2 _7

Play concentration card game using cards that have different images but may result in being

equal to another card with the same amount- the cards are lsquoequal torsquo

To each other because they have the same amount even though there are of different

images on each card (could be done as a smart board activity too)

Learning Plans and Activities Level B Have student participate in an interactive activity to determine the sum andor

difference of numbers demonstrating the understanding of the concept ldquoequal

tordquo



( 5+2 _7)

Play concentration card game by matching cards that have different equations that result

in being ldquoequal tordquo each other because both equation cards result in the same amount

(Could be done as a smart board activity too)


Page 20

Lesson Stand 5 Determine appropriate number being represented by a box to

complete the equation for additionsubtraction to solve equations up to 20(eg 3 + _ =



Page 21

Have students engage visually andor tactilely with a switch and activate the

switch to determine the appropriate number being represented by a box to

complete additionsubtraction equations up to twenty

Have students with concrete objects to solve additionsubtraction equations

when determining a missing addend being represented by a box (question

marktriangle)

Engages with representations of the ldquoSecret Numberrdquo when playing ldquoWhatrsquos the

secret Number ( game described in level C and B)

LEARNING PLANS AND ACTIVITIES LEVEL C

Have students participate in the choosing of various numerals to solve

additionsubtraction equations up to twenty with a missing addend when the

sum and another addend are already given

Have students participate in the counting on of concrete objects to find a missing

addend when solving additionsubtraction equations up to twenty

Play ldquoWhatrsquos the Secret Number gamerdquo This will model the concept of lsquofiguring

out the unknownrsquo Teacher starts with a secret number within 10 ( perhaps 4) a

student then states he want to add 4 to the secret number of the teacher

Teacher states using the secret number and the number given the total is 8

whatrsquos the secret number Student selects answer from choices

LEARNING PLANS AND ACTIVITIES LEVEL B

Using word problems to practice use of the rule on how to find a missing

addend when the sum and another addend are already given for addition (the


Page 22

rule is that the given addend needs to be subtracted from the given sum Eg

4=_+3) For subtraction the two numbers given will have to be added to find the

missing minuend (5= __ - 3) when solving equations up to twenty

Have students participate in finding a missing addend (when adding) or minuend

or subtrahend (when subtracting) when solving equations up to twenty with the

use of a number line





whatrsquos the secret number Student write responses on dry erase board or paper

Materials Resourceshttpwwwk-5mathteachingresourcescomaddition-and-subtraction-activitieshtml


Page 23

httpstarspsk12netmathmath_01htm

httpwwweducationcomworksheetsmath

httpschoolsutahgovCURRmathelemMathematics-Tutoring-Tips

FirstGradeLessonsaspx

httpwwwinstructorwebcomlessonnumbersequalasp

httpwwwixlcom

httpwwwflocabularycomsubjectsmath

httpwwwcoolmathcom

httpschoolsnycgovAcademicsCommonCoreLibraryForFamiliesLearningAtHome

SLH_k8htm

BOOKSTen Black DotsDonald Crews

Little Quack CountsLauren Thompson

Ten Apples on TopDr Seuss

Roosterrsquos Off To See The WorldPaul Owen Lewis

The Enormous WatermelonBrenda Parks Judith Mary Davy Judith Smith

Quack And CountKeith Baker

How Many FishCaron Lee Cohen

Caps For SaleEsphyr Siobodkina

Miss Bindergarten Celebrates the 100th DayJoseph Slate1 Hunter

Pat HutchinsPBearrsquos New Years PartyEric Carle

Ten FriendsBruce Goldstone

Annorsquos Counting BookMitsumasa Anno

One Duck StruckPhyllis Root

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


Page 24

attention to stimuli Engagement may be expressed through a wide variety of sensory motor andor speech communication and language forms Studentrsquos 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 andor expanded upon These modes may include but not limited to exploration through touching listening looking smelling andor tasting and increasedecrease or initiationcessation of body movement and vocalizationsverbalizations 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 activitiesmaterials to studentrsquos prior knowledge and experience

Extensive efforts should be placed on involving to the greatest extent possible a studentrsquos 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 studentrsquos 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 thingsplaces 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 namesfunctions of the materialsplacesindividuals involved D 75 Alternate Assessment Curriculum 1st Grade Math Module 1 Operations and Algebraic Thinking

Page 25

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 (eg 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 (ie a student with additional significant physicalsensory 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 ofinteraction with the materials and for using the materials functionally In providing these increased opportunities it is essential to insure that a studentrsquos 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 utterancesactions or responses to questions comments or directions Individual communication modes may vary and need to be identified taught developed refined andor expanded upon


Page 26

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 conceptsmeanings are noteddocumented as they occur throughout the day

In order for a student to demonstrate the knowledge of a conceptmeaning 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 ldquowaitrdquo 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 ldquowaitingrdquo means

Learning environments should be picture cueobject cueprint rich so as to facilitate the learning of the concepts

In expecting demonstration of knowledge of specific concepts it is important that the other conceptsmeanings used contextually by the instructor are known by the student or made clear (eg through demonstration) to the student This is especially important with regards to conceptsmeanings that define an expected mode of performance (eg touch press look)

Beyond the conceptsmeanings that are found in this curriculum frameworks which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYSNYC 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 startbegin endfinish put awayput back moreenough and no In Health these may include privacy danger emergency clean stranger helper friend ldquofeeling uncomfortablerdquo sickhurt exercise medicine and choice These other concepts can identified by referring to New York Statersquos 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


Page 27

communication during assessment and instructional situations (eg point touch look press pick-up give tell mesay)

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 D 75 Alternate Assessment Curriculum 1st Grade Math Module 1 Operations and Algebraic Thinking

Page 28

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 ArtsNative 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 onersquos 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


Page 29

When considering problem solving an emphasis should be placed on a studentrsquos involvement in the process of solving a problem rather than on a studentrsquos resolution of a problem

A studentrsquos performance of Problem Solving may take the form of a variety of actionsresponse modes

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities ldquoto tryrdquo 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 studentrsquos 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 onesrsquo own sensoryphysicalsocialcognitive 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


Page 30

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 numbersappearancebehaviors 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 accessingexpressing 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 (eg abuse to self or others object destruction)o Behaviors which interfere with onersquos own learning or the learning of others

(eg replacing attention to task with stereotypic response continuous noise production)

o Behaviors which interfere with positive social interactions (eg grabbing belongings of others public disrobing)

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (eg 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 ldquowhordquo 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 andor sensory needs and abilities

Explanatory Notes (Self-Regulation Informed Choice-Making)D 75 Alternate Assessment Curriculum 1st Grade Math Module 1 Operations and Algebraic Thinking

Page 31

An informed choice refers to a studentrsquos selection (within a single activity) of one of two (or possibly more) objects activities or environments for which opportunities for explorationacquisition of knowledge have been provided The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (eg verbal tangible pictorial) and then to a second presentation with orderposition altered If any doubt about a studentrsquos selection still exists a final presentation in either orderposition can be made Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept ldquoyesrdquo or ldquonordquo Such a student needs only to reaffirm hisher choice by responding ldquoyesrdquo or ldquonordquo when asked if this choice is what heshe 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 andor 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 materialsactivities environments available as choices

Instructional efforts to increase a studentrsquos opportunities to make informed choices will increase the probability of a studentrsquos demonstration of general self-regulatory behavior decision-making and awareness of the consequences of onersquos decisions Therefore instructional provision for facilitating informed choice-making should be ongoing throughout a studentsrsquo day

It is recognized that repeatedly presenting choices in a different orderposition 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


Page 32

Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes These may include having onersquos 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 peopleobjects 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 (eg 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 hisher communicative intent is not being realized

It is beneficial to use a variety of communicative means (eg 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 studentrsquos present cognitive level However a student should be taught and then have access to a means of communicating expressively that is consistent with that studentrsquos present cognitive level

It is critical that a studentrsquos requestsdirectives and rejectionsprotests be addressed Even if it is determined that the studentrsquos attempt to control the environment cannot be accommodated the attempt should at least be acknowledged


Page 33

To maximize a studentrsquos 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 studentrsquos alternativeaugmentative communication system (eg a device board andor 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 studentrsquos communication partners to accept and respond to alternateaugmentative forms of communication

In order to interpret a studentrsquos utterance or other communication as a request it is subsequently necessary for the student to acceptinteract with the referred to objectactionperson Otherwise it may be that the student is merely recognizing the existence of an objectactionperson

To the greatest extent possible and certainly to the degree mandated by a studentrsquos 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


Page 34

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 skillsbehaviors but also to provide

opportunities for students to engage with read andor 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 Webbrsquos Depth of Knowledge (Please refer to the Essential



















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Page 6



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Page 11

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performance task






C and D






Page 6



Page 7









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how many altogether


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