Alternate Assessment Curriculum Framework

Introduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’ requests for instructional expectations connected to the Common Core Learning Standards (CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and district content area coaches gathered for four weeks during the summer of 2013, and participated in a collaborative process to create an Alternate Assessment Curriculum Framework. The process included a workshop at the beginning of each week to train the group in the leveled learner concept (Levels B, C, and D), resources available (developmental math skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product expectations. Subsequently, small groups collaborated to develop the leveled learning plans and activities, culminating performance tasks, and the introductory contexts for the different modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been developed as grade specific modules for K-8, while High School modules reflect specific conceptual categories.

Each module consists of:

  • a context overview
  • culminating performance tasks for each level
  • Common Core Learning Standards connections
  • Career Development and Occupational Studies (CDOS) standards connections
  • Content standards connections
  • essential questions
  • key vocabulary
  • lesson strands with leveled learning plans and activities for each
  • Resources list
  • materials lists

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.

District 75 Alternate Assessment Curriculum 3-5 Social Studies, Module4 (Mapping the World)

A reflection Sample on “How to” Revise an Alternate Assessment Curricular Framework Module of Study (AACF) based on the guiding protocol.

1. How do you ‘unpack’ or understand the standards for the learners in your class?

Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.

2. How do you ensure connection between the standards, the learning strands and the performance task?

One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)

If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed.

3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?

Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)

4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?

Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.

5. What should you consider for creating a rubric against the performance task for Level B, C, and D?

Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).

It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.

District 75 Alternate Assessment Curriculum Framework

Grades 3-5 Social Studies Module 4

Mapping the World

CONTEXT

As students begin to explore their environment through community-based instruction, they begin to understand that the goods we acquire are produced using different resources, and that these resources often come from a variety of places. Many times these places are countries other than our own. Since students cannot be taken to these far away places, we show students how world, country,and resource maps represent these places and the goods they have available. In this module teachers have the opportunity to create sensory-rich experiences by creating topographical and resource maps using tangible materials. Teachers begin teaching the concept using maps related to students’ immediate environments, such as school building, local food stores, and the classroom itself.

Unit Topic:Mapping the World

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

Students will participate in the makingof, and/or using of, a resources map, topographical map or a map that shows the location of places. For example, make a map of theschool building using tactile materials and different items that belong to specific rooms in the building (ex: a ball on the map represents the gym) Then students follow the map to solve a problem, such as figuring out how to return an item to where it belongs. Problem: “Where does the hula hoop belong?” The student follows the map in order to solve the problem.

Level D:

Students will engage* with the materials used to make a resources map, topographical map or a map that shows the location of places. ( ie. School building map)

Level C:

Make a map, with a group, of the school building using different items that belong to specific rooms in the building (ex: a ball comes from the gym)

Level B:

Make a map of the community grocery store with a partner using different items that belong in specific locations in the store (ex: a ball comes from the gym) Then with a partner follow a map created by another student or group to solve a problem of figuring out how to find an item.

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

Standards

ELA Common Core Anchor Standards:

  • RI.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

Social Studies key ideas

NYS Social Studies Standard 3 Geography

Key Idea 3.1 Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

NYS Social Studies Standard 4 Economics

Key Idea 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision-making, and the interdependence of economies and economic systems throughout the world

Career Development and Occupational Standards

Standard 1: Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions

Key Idea 1: Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals

Indicator 3: know the value of work to the individual and society in general

Indicator 4: describe the changing nature of the workplace broughtabout by global competition and technology

Standard 2: Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings

Key Idea 1: Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work

Performance Indicator 1: identify academic knowledge and skills that are required in specific occupations

Standard 3a: Universal Foundations: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace

Key Idea 3:Personal qualities generally include competence in self-management and the ability to plan, organize, and take independent action

Performance indicator 1: demonstrate the personal qualities that lead toresponsible behavior.

Key Idea 4: Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations

Performance indicator 1: relate to people of different ages and from diversebackgrounds.

Key Idea 7: Using resources includes the application of financial and human factors, and the elements of time and materials to successfully carry out a planned activity

Performance indicator 1: demonstrate an awareness of the knowledge, skills,abilities, and resources needed to complete a task

Essential Questions

1. How do different types of maps or globes represent places, resources, and, topography?

2. How do countries support each other based on the countries’ resources and goods?

3. How do maps help us to visualize the larger community of the world we live in?

VOCABULARY

  • Community
  • Continent
  • Countries
  • Exchange
  • Export
  • Factory
  • Farm
/
  • Globe
  • Goods
  • Import
  • Land
  • Latitude
  • Longitude
  • Map
  • Money
/
  • Natural
  • Ocean
  • Product
  • Resources
  • Services
  • Trade
  • Transport
  • Topography

Lesson Strands Overview

  1. Continents and countries can be represented on world maps and globes.
  2. There are different resources in different parts of the world.
  3. Topography and the location of resources can be depicted on special maps
  4. People throughout the world support each other with goods and services (import/export).

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: Continents and countries, can be represented on world maps and globes

Learning Plans and Activities Level D:

  • Attend to a reading of “Me on the Map” by Joan Sweeney.
  • Engage with a globe with a raised texture.
  • As a sensory experience,have students explore a model that includes representations of bodies of water, dirt, rocks, etc. to show what the earth made of.
  • Engage with a teacher-made map of the school building. Have students explore a 3D map that uses different items to represent different rooms (ex: a small ball may represent the gym.) Make lines (latitude and longitude) with tangible/sensory items for students to explore (e.g. pipe cleaners, string, WikkiStixxs)
  • Explore your community by engaging in community-based instruction ex: go to food store and explore foods from different countries
  • Explore enlarged cutout representations of different countries on felt boards, magnet boards, or inset puzzles

Learning Plans and Activities Level c: