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Alternate Assessment Curriculum FrameworkIntroduction

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

requests for instructional expectations connected to the Common Core Learning Standards

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

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

participated in a collaborative process to create an Alternate Assessment Curriculum

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

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

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

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

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

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

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

modules.

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

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

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

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D75 Alternate Assessment Curriculum Framework 7th Grade Math Module 4: Statistic and Probability

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 7th Grade Math Module 4

Statistics and Probability

CONTEXTUNIT TOPIC: Statistics and Probability

The fourth module of the 7th grade Math Frameworks centers on statistics and probability.

Students should have ample opportunity to experience these concepts through real-life, social, hands-

on activities. Some key concepts that should be focused on include data collection, organization and

representation of the data, analyzing data and using the information to make informed decisions and

predictions.

Although the use of statistics is relatively new, no one can argue its’ importance in everyday life. The

great cholera outbreak in London, England in 1854 is a perfect example of how data collection has

influenced the population as a whole. Florence Nightingale was a pioneer in the field of gathering and

analyzing data, and used this information to determine that the outbreak originated with one well. This

helped to eradicate the disease. In present day, statistics and probability play a great role in industry,

affecting quality control. Advertising, political campaigns, and television all use statistics and

probability to make decisions which influence what is seen by the public.

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 probability works. Teachers should emphasize that data can be utilized

to make decisions and predictions.

The activities in this unit should be reinforced by having students work with the concepts being taught

in this unit throughout the day, and in various situations. In supporting PBIS, students can be reminded

that the probability of a desirable event occurring is highly unlikely if they display negative behaviors.

Similarly, the probability of having a special treat at the end of the day is likely if students earn all their

points for the week. In this way, students can personalize and internalize data and probability.


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 are given a bag and a mixture of various types of clothing. Clothing can include but is not

limited to: hats, shirts, pants, unmatched socks, shoes, jackets, skirts, etc. There should be a mixture of

different colors/sizes and each piece of clothing should be a solid color (e.g. 2 blue t-shirts, 1 pair

yellow flip-flops, 3 red shirts, etc.).

LEVEL D:

Students engage with placing clothing in their bag. Students then engage in turn taking in order to pick

clothing out of the bag, one at a time. After 3 picks, students use PMC to predict what color will be

picked next. Teacher records results.

Students engage with yes (1)/no (0) paddle to answer various probability questions posed by the

teacher (e.g. Can you pick a blue shirt from the bag?-- yes(1), Can you pick a green turtle from the

bag?-- no(0), etc.).

*Extension – students engage in taking turns to pick up to 4 pieces of clothing from the bag. Students

use PMC to answer question: Can you make an outfit?

LEVEL C:In small groups:


Before beginning, students count and record (on a chart, using PMC) the pieces of clothing (how many

of each color) they have received.

Students generate the probability of getting an item of clothing of each color (e.g. What is the

probability that you will pick a blue shirt? -- likely, What is the probability that you will pick a

purple monkey? -- impossible, etc.).

Students then place clothing into their bag and take turns picking a piece of clothing – recording

each selection on a graphic organizer.

After 3 picks, students predict and record (using a graphic organized and PMC) what color will

be picked next.

For each next piece of clothing, students test their predictions by picking next piece of clothing

and recording their results (on graphic organizer).

Repeat this until all items of clothing are removed.

Students then share their results with the class –How many did you guess right? How many did

you guess wrong?

*Extension – students take turns to pick up to 4 pieces of clothing from the bag. Students answer

question: Can you make an outfit?

LEVEL B: In pairs: Before beginning, students count and record the number of each color and piece of clothing

they have on a chart.

Students generate the probability statements based on their data (e.g. It is likely to pick a blue

shits, It is unlikely to pick red shorts, etc.).

Students then generate probability statements using fractions for each color of clothing they

have. Then again for each type of clothing they have. (e.g. the probability of picking a yellow

sock is 1/10, the probability of picking a hat is 4/10, etc.)

Students then place clothing into their bag and take turns picking a piece of clothing – recording

each selection on a graphic organizer.

After 3 picks, students predict and record what color will be picked next.


For each next piece of clothing, students test their predictions by picking next piece of clothing

and recording their results (on graphic organizer).

Repeat this until all items of clothing are removed.

Students then write about their results using the following guiding questions:

1. How many did you guess right? Wrong?

2. How did you decide what prediction to make?

3. What did you notice as you were completing this project?

4. What could you have done to make better predictions?

*Extension – students take turns to pick up to 4 pieces of clothing from the bag. Students answer

question: Can you make an outfit? How can you increase your chances of making an outfit (e.g.

adding/removing a piece of clothing from the bag)?


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

Document.

STANDARDS

MATH COMMON CORE LEARNING STANDARDS:7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses

the likelihood of the event occurring.

7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that

produces it and observing its long-run relative frequency, and predict the approximate relative

frequency given the probability.

7.SP.7. Develop a probability model and use it to find probabilities of events.

7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and

simulation.

MATH COMMON CORE PRACTICE STANDARDS

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

MATH KEY IDEAS


Summarize, represent, and interpret data on a single count or measurement variable. Summarize,

represent, and interpret data on two categorical and quantitative variables.

Interpret linear models.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

2.1: Integrated learning encourages students to use essential academic concepts, facts, and procedures

in applications related to life skills and the world of work. This approach allows students to see the

usefulness of the concepts that they are being asked to learn to understand their potential application

in the world of work.

3a.1: Universal Foundation Skills Intermediate: Basic skills include the ability to read, write, listen, and

speak as well as perform arithmetical and mathematical functions.

ESSENTIAL QUESTION: 1. How can we use data to make decisions and/or represent patterns and trends in real world

situations?

VOCABULARY:

LESSON STRANDS OVERVIEWD75 Alternate Assessment Curriculum Framework 7th Grade Math Module 4: Statistic and Probability

Cards

Certain

Chart

Coin

Data

Die/Dice

Graph (bar, line, picture, pie,

histogram, etc.)

Impossible

Likelihood

Likely

No (0)

Predict/Prediction

Probability

Spinner

Survey

Unlikely

Yes (1)

1. Collect and display data.

2. Determine that the probability of an event occurring as certain (yes/1) or impossible (no/0).

3. Determine the probability of an event occurring (likely/unlikely/impossible).

4. Making predictions based on data.

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: Collect and display data.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in collecting data by using PMC (i.e. picture symbols, programmatic device, etc.) to ask

the data question and/or placing objects/pictures/symbols in appropriate place on a given data

collection template (can be on Smartboard, large scale on board, etc.). Data will be collected

on:

o Daily attendance - How many students are in school today? – Students engage with

pictures/objects/etc. (i.e. using Smartboard to move students “into” school, move

students’ pictures to “in school” on a T-chart, etc.)

o Daily weather – What is the weather like today? - both temperature and condition.

o Classmates’ favorite colors – What is your favorite color?

o Classmates’ heights – What is your height? – Students can engage in measuring each

other’s height

o Number of siblings each classmate has – How many brothers/sisters do you have?

o Classmates’ favorite subject/school activity – What is your favorite subject?

o Classmates’ favorite snack and favorite hobby – What is your favorite snack? Hobby?


o Classmates’ favorite sport and favorite team – What is your favorite sport? Team?

o Classmates’ favorite singer and favorite song – Who is your favorite singer? Song?

**For survey questions, students can be presented with an array of choice (i.e. “what is

your color” – red or blue).

Engage with materials (objects, pictures, etc.) in order to display collected data on graph/chart

(bar graph, pictograph, pie chart, etc.) – can use Smartboard, large scale graph, etc.

Engage with materials in order to label parts of a graph/chart – using pictures/symbols, etc. (i.e.

label title, number of people, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in creating survey questions using picture symbols/sentence strips. Possible

questions can include:

o What is your favorite color?

o What is your height/weight? – Students can measure each other’s’ height if unknown

o How many brothers/sisters do you have?

o What is your favorite school subject?

o What is your favorite snack?

o What is your favorite hobby?

**Students can be presented with an array of choices to answer questions.

Participate in collecting data by asking survey questions and recording data on a given data

collection template.

In small groups, select a survey question to display/graph. Create a graph/table to represent

that data (bar graph, pictograph, pie chart, etc.). Students can be given a graph template to aid

them.

Label parts of a graph/chart – using pictures/symbols, etc. (i.e. label title, number of people,

what information was collected?, etc.).


In small groups, collect 2 sets of data (unrelated or related – i.e. favorite sport/team, favorite

singer/song, etc.) using data collection templates and pictures/symbols/etc.

In small groups, display the 2 sets of data on a graph /chart (i.e. two-way table, scatter plot).

LEARNING PLANS AND ACTIVITIES LEVEL B: In small groups, create survey questions. Possible questions can include:

o What is your favorite color?

o What is your height/weight? – Students can measure each other’s’ height if unknown

o How many brothers/sisters do you have?

o What is your favorite school subject?

o What is your favorite snack?

o What is your favorite hobby?

Collect data by asking survey questions and recording data (students can be supplied with a

graphic organizer to help them record data).

In small groups, select a survey question to display/graph. Create a graph/table to represent

that data (bar graph, pictograph, pie chart, etc.). Students generate statements about what

they have displayed (i.e. more students like gym than math, more students like Oreos than

chocolate chip cookies) – possible guiding question(s): What do you notice? What trends do you

see? What is the data telling you?

In small groups, collect 2 sets of data (unrelated or related – i.e. favorite sport/team, favorite

singer/song, eye color/height, etc.).

In small groups, display the 2 sets of data on a graph /chart (i.e. two-way table, scatter plot).

Students generate statements about the relationship(s) between two sets of data (i.e. most

students who like football like the Giants, in our class, students with brown eyes are tallest,

most students who like Justin Bieber like his song “Baby” best, etc. ) – possible guiding

question(s): What do you notice? What trends do you see? What is the data telling you?


Lesson Strand 2: Determine that the probability of an event occurring as certain (yes/1) or

impossible (no/0).

LEARNING PLANS AND ACTIVITIES LEVEL D: Attends to probability song – “Tell the Future” – http://www.flocabulary.com/probability/

Students are given paddle with “yes(1)” on one side and “no(0)” on other – students engage

with paddle to rate whether the following situations are certain or impossible:

o Sunday to come after Monday

o Having lunch

o Going to bed at night

o Snow in summer

o Getting a blue ball from a bag of all blue balls

o Getting a red marble from a bag of all yellow marbles

**Teacher can add more to this list.

Engage with materials in “mystery bag” containing all one-color objects (i.e. red balls, blue

marbles, yellow fish, etc.).

Engage with turn taking to pick items from “mystery bag” - teacher records the number of each

color on chart.

Engage with a voice output/programmatic device to answer probability questions based on

“mystery bag” (i.e. in a bag of all blue marbles, Can you pick a yellow marble? – “no”, Can you

pick a blue marble? – “yes”, etc.).

LEARNING PLANS AND ACTIVITIES LEVEL C: Attends to teacher’s introduction of probability – “We have been learning to collect and display

data – now we will learn to make choices and predictions based on data”

Listens to probability song – “Tell the Future” – http://www.flocabulary.com/probability/


http://www.flocabulary.com/probability/


Participate in completing word search containing probability related vocabulary:

http://www.learninggamesforkids.com/math_games/4th-grade-math/data-statistics-4th/data-

statistics-word-search-4th.html

Practice probability vocabulary and definitions at


statistics-word-o-rama-4th.html

Using a rating sheet, students participate in rating the following as impossible [no(0)] or certain

[yes(1)]:

o Sunday to come after Monday

o Snow in summer

o Getting a blue ball from a bag of all blue balls

o Getting a red marble from a bag of all yellow marbles

o When rolling one die – getting a 7

o When rolling one die – getting a 6

**Teacher can add more to this list.

LEARNING PLANS AND ACTIVITIES LEVEL B: Attends to teacher’s introduction of probability – “We have been learning to collect, display,

and analyze data – now we will learn to make choices and predictions based on data”

Listens to probability song – “Tell the Future” – http://www.flocabulary.com/probability/ – and

reads lyrics.

Complete word search containing probability related vocabulary:



Practice probability vocabulary and definitions at


statistics-word-o-rama-4th.html


http://www.learninggamesforkids.com/math_games/4th-grade-math/data-statistics-4th/data-statistics-word-o-rama-4th.html


http://www.learninggamesforkids.com/math_games/4th-grade-math/data-statistics-4th/data-statistics-word-search-4th.html







In small groups, students create a list of events that are certain [yes(1)] and impossible [no(0)] –

students can use a graphic organizer. Examples can include: Sunday to come after Monday,

snow in summer, getting a blue ball from a bag of all blue balls, getting a red marble from a bag

of all yellow marbles, when rolling one die – getting a 7, when rolling one die – getting a 6,

getting 5 kings from a standard deck of cards, getting 4 queens from a deck of cards, etc.


Lesson Strand 3: Determine the probability of an event occurring (likely/unlikely/impossible).

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with flipping a coin – either with a coin, a large scale coin, or using technology (see

resources).

Activate switch to roll die at http://nces.ed.gov/NCESKIDS/chances/index.asp

Active programmatic device to define probability as chance event will occur using voice output

device.

Engage with die or dice if rolling dice

Active switch/button to turn spinner with 2 or 4 choices

Engage with materials (paddle, etc.) in order to state what happened in the following

probability situations:

O When rolling a die, use paddle with numbers/number cards to sate the number on die

O When flipping a coin, use head and tail symbols on a paddle to say if the coin landed on

heads or tails

Given a bag of red and black objects (i.e. red balls and black balls) choose red or black using two

choices symbols to say which color was pulled picked by teacher

Engage with materials in “mystery bag” – as students pick different colored objects, teacher

records the number of each color on chart.

Engage with going “fishing”. Given a “pond” (can just be a large bowl or a small blow-up pool)

with various colors of “fish” (can be made out of paper/plastic/etc.), engage with materials (i.e.

fishing pole) to “fish” for the different colors of fish in the pond. Teacher records class results

on chart.


http://nces.ed.gov/NCESKIDS/chances/index.asp

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in completing probability sheet found at

http://flocabulary.s3.amazonaws.com/pdfs/probability-exercises.pdf

Participate in Classroom Suite activities “Color Bug Race Game,” “Coin Toss” Classroom Suite

activity, “Flip the Coin” http://aex.intellitools.com/searchdetails.php?act_key=flipthecoin

Define probability as “chance event will occur”

Distinguish heads and tails, colors (or variables) on Spinner, numbers on die

Count dots on die

Write number after counting dots

In small groups, use a graphic organizer to record results from flipping a coin, rolling a die,

choosing a card (red or black), using a spinner.

In small groups, decide how many times to roll a die. Roll the die and for each time record

results on a graphic organizer. Go to website (http://nces.ed.gov/NCESKIDS/chances/index.asp)

and answer following questions as a group: What number did you roll most? What number did

the website roll most?

In small groups, given a bag of various colored marbles, take turns picking marbles. Record

results on a graphic organizer.

Use picture symbols/word cards with likely/unlikely to identify possibility of event occurring

(i.e. probability of rolling a 3, getting tails, getting a red card, given a red marble and a red

marble what is probability or choosing a red marble, etc.).

In small groups, use a graphic organizer (i.e. T-chart with Likely/Unlikely written on top) to rate

the following real-life events as likely or unlikely (teacher can add more):

O Given a bag containing 5 Oreo cookies, 3 oatmeal cookies and 1 chocolate chip cookie -

likelihood of pulling out an Oreo cookie/chocolate chip cookie/Oatmeal cookie

O Given a sunny day – likelihood of it raining

O Likelihood of play video games all night



http://aex.intellitools.com/searchdetails.php?act_key=flipthecoin


LEARNING PLANS AND ACTIVITIES LEVEL B: Complete probability sheet found at http://flocabulary.s3.amazonaws.com/pdfs/probability-

exercises.pdf

Define probability as “chance event will occur”.

Write probability formula Probability = number of desired outcomes/total outcomes possible

In small groups, discuss the probability of flipping a coin and getting heads (then tails). Decide

how many times to flip a coin – begin flipping coin and take data on a graphic organizer. Answer

questions as a group (How many times did you flip the coin? What were your results? What is

the probability of flipping a coin and getting tails? Head?) and report results to class.

Classroom Suite activities “Color Bug Race Game,” “Coin Toss” Classroom Suite activity, “Flip

the Coin” http://aex.intellitools.com/searchdetails.php?act_key=flipthecoin

In pairs, decide how many times to roll a die. Roll the die and for each time record results on a

graphic organizer. Go to website and compare group’s results to the website’s results

(http://nces.ed.gov/NCESKIDS/chances/index.asp). Record findings on a graphic organizer and

report to class.

In pairs, take turns spinning a spinner/top with four sides – each side containing different

symbols/colors (can also use Dreidel). Record results and answer the following questions:

o What is the probability of getting red? blue? yellow? green?

o If you spin the spinner 9 times, what is the probability of getting a red or a blue?

o If you only roll the spinner 2 times, what are all the possible combinations?

**Teacher can add more questions.

In pairs, after being given a bag containing 5 Oreo cookies, 3 oatmeal cookies and 1 chocolate

chip cookie, decide the probability of getting:

o An Oreo cookie (5/9)

o A chocolate chip cookie (1/9)

o An oatmeal cookie (3/9=1/3)






o An Oreo cookie or an oatmeal cookie (8/9)

o An oatmeal cookie and a chocolate chip cookie (4/9)

**Challenge**In pairs, after being given a drawer of unmatched socks contains 19 blue socks

and 11 green socks and 9 white socks, without looking, decide the probability of getting:

o A blue sock (19/39)

o A green sock (11/39)

o A white sock (9/39)

o A blue or white sock (28/39)

o A green or white sock (20/39)

o A blue or green sock (30/39)


Lesson Strand 4: Making predictions based on data.

LEARNING PLANS AND ACTIVITIES LEVEL D: Teacher puts items into “mystery bag” – showing each item to students (paired with picture

symbols). Teacher begins to pull items out of bag one at a time. Students engage with a

programmatic device to predict the next item the teacher will pull out.

In small groups, students engage with large die by rolling it (can use AAC device to ask para to

roll, physically roll, etc.). Before each roll, students engage with number card to predict next

roll.

Given a large spinner (i.e. All-Turn-It spinner) with 4 sections – each section a different color,

students engage with spinning spinner. Before each spin, students engage with color cards

and/or programmatic device to predict next spin.

Attend to the poem Closet Full of Shoes. In small groups, given a bag full of shoes, engage with

shoes by removing them one at a time from bag. Before each turn, students engage with

pictures/symbols/programmatic device/etc. to predict what color shoe will be picked next.

LEARNING PLANS AND ACTIVITIES LEVEL C: In small groups, take turns rolling a die and collect data (record results of each experiment on

graphic organizer). Before each roll, predict what number will be next (can use number cards).

In small groups, take turns flipoing a coin and collect data (record results of each experiment on

graphic organizer). Before each flip, predict what will be next (can use picture symbols).

In small groups, take turns picking a card form a standard deck and collect data (record results

of each experiment on graphic organizer). Before each pick, predict what will be next (can use

picture symbols).


Listen to the poem Closet Full of Shoes. In small groups, given a bag full of shoes, take turns

picking a shoe out of the bag. Before each pick, predict what will be next (can use picture

symbols).

Listen to the book Do You Wanna Bet? by Jean Cushman (teacher can pick a section to read, if

you start from the beginning of the book, read the section, "One Out of Two: Heads or Tails").

Extension – Participate in predicting results from flipping a coin, rolling a die, choosing color of

card suit using “What are My Chances” worksheet

http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/6-8/

WhatAreMyChances-AS.pdf

LEARNING PLANS AND ACTIVITIES LEVEL B: In pairs, collect data (record results of each experiment on graphic organizer) and make a

prediction:

o Roll a die 10 times. What is the probability of rolling a 3 on your next roll?

o Test predictions by rolling die again. Record results.

o What is the probability of rolling 2 sixes in a row with a single die?

o Test predictions by rolling die again. Record results.

o Roll 2 dice 10 times. What is the probability of rolling an even number? Odd number?

o Test predictions by rolling dice again. Record results. Share results with class.

In pairs, collect data (record results of each experiment on graphic organizer) and make a

prediction:

o Flip a coin 15 times. What is the probability of getting tails when you flip a coin on your

next flip? Heads?

o Test predictions by flipping coin again. Record results.

o What is the probability of getting tails 4 times in a row while flipping a coin?

o Test predictions by flipping coin. Record results. Share results with class.


http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/6-8/WhatAreMyChances-AS.pdf


In pairs, collect data (record results of each experiment on graphic organizer) and make a

prediction:

o Pull 10 cards from a standard deck, one at a time. What is the probability of pulling a

jack, queen or king on your next chance?

o Test predictions by picking another card. Record results.

o What is the probability of getting a 2 on your next chance?

o Test predictions by picking another card. Record results. Share results with class.

Read the poem Closet Full of Shoes. In small groups, given a bag full of shoes, return one

orange shoe and one green shoe to the bag. Answer following questions and record response:

o What is the probability

o Put two orange flip-flops and 2 green in the bag. What is the probability of someone

drawing an orange flip-flop out of the bag now? Green? Do I have a better probability of

picking orange now?

o Add 3 blue, 2 black and 1 yellow flip flop to the bag. How many black flip flops would

need to be added to the bag so that the probability of drawing a black flip flop is ½?

Given the book Do You Wanna Bet? by Jean Cushman, in pairs, pick a section of the book to

read. (If you start from the beginning of the book, read the section, "One Out of Two: Heads or

Tails".)

Extension – Predict results from flipping a coin, rolling a die, choosing color of card suit using

“What are My Chances” worksheet






MATERIALS Classroom Suite activities “Color Bug Race Game,” “Coin Toss” Classroom Suite activity, “Flip

the Coin” http://aex.intellitools.com/searchdetails.php?act_key=flipthecoin HTTP://

ILLUMINATIONS.NCTM.ORG/ACTIVITY.ASPX?ID=3537

http://flocabulary.s3.amazonaws.com/pdfs/probability-exercises.pdf ~~ Probability Worksheet



HTTP://JMATHPAGE.COM/JIMSPROBABILITYPAGE.HTML

http://mathandreadinghelp.org/teaching_probability_to_kids.html

http://mrnussbaum.com/coolgraphing - more graphs

HTTP://MRNUSSBAUM.COM/GRAPHMASTER-IPAD.HTML - Creates various graphs based on

data entered



HTTP://NCES.ED.GOV/NCESKIDS/CREATEAGRAPH/DEFAULT.ASPX

HTTP://NLVM.USU.EDU/EN/NAV/FRAMES_ASID_186_G_2_T_5.HTML?OPEN=ACTIVITIES

HTTP://RESOURCES.WOODLANDS-JUNIOR.KENT.SCH.UK/MATHS/HIGHER-LOWER/

HTTP://WWW.EDUCATION.COM/ACTIVITY/PROBABILITY-STATISTICS/






http://www.education.com/activity/probability-statistics/

http://resources.woodlands-junior.kent.sch.uk/maths/higher-lower/

http://nlvm.usu.edu/en/nav/frames_asid_186_g_2_t_5.html?open=activities

http://nces.ed.gov/NCESKIDS/createagraph/default.aspx



http://mrnussbaum.com/graphmaster-ipad.html

http://mrnussbaum.com/coolgraphing

http://mathandreadinghelp.org/teaching_probability_to_kids.html

http://jmathpage.com/JIMSProbabilitypage.html




http://illuminations.nctm.org/Activity.aspx?id=3537

http://illuminations.nctm.org/Activity.aspx?id=3537


http://www.livingmath.net/ReaderLists/ProbabilityStatGraphsDataFactorials/tabid/390/

language/en-US/Default.aspx

http://www.mathsisfun.com/data/survey-conducting.html ~~Steps on How To Do a Survey with

students.

HTTP://WWW.MATHSISFUN.COM/PROBABILITY_LINE.HTML

HTTP://WWW.MATHWIRE.COM/DATA/DICETOSS1.HTML

http://www.nctm.org/ ~~ NCTM. National Council of Teachers of Mathematics

HTTP://WWW.PEARSONSCHOOL.COM/LIVE/IMAGES/CUSTOM/ENVISIONMATH_CA/GAMES/

POND.HTML

HTTP://WWW.SHODOR.ORG/INTERACTIVATE/ACTIVITIES/RACINGGAMEWITHONEDIE/

HTTP://WWW.TEACHERLED.COM/RESOURCES/DICE/DICELOAD.HTML - virtual dice

www.BrainPop.com/educators ~~ mapped to the common core, this website provides

interactive learning.

http://www.kidsmathgamesonline.com/numbers/probability.html

MANIPULATIVES Balls

Coins

Data collection sheets

Deck of cards

Dice

Fish cutouts

Graphic organizers

Graphing paper

Marbles

Number lines

Pictures/items as required by each lesson


http://www.kidsmathgamesonline.com/numbers/probability.html

http://www.BrainPop.com/educators

http://www.teacherled.com/resources/dice/diceload.html

http://www.shodor.org/interactivate/activities/RacingGameWithOneDie/

http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/pond.html

http://www.pearsonschool.com/live/images/custom/envisionmath_ca/games/pond.html

http://www.nctm.org/

http://www.mathwire.com/data/dicetoss1.html

http://www.mathsisfun.com/probability_line.html

http://www.mathsisfun.com/data/survey-conducting.html

Rulers

Spinner (object or website)

Surveys

Various coins

Weather symbols

BOOKS (including but not limited to)

**The following books are meant to give ideas for concepts to create adapted books, which would

be more age-appropriate for the students at the high school level.

Tally O'Malley by Stuart Murphy and Cynthia Jabar

Lemonade for Sale by Stuart Murphy and Tricia Tusa

The Great Graph Contest by Loreen Leedy

Graphs: All Aboard Math Reader by Bonnie Bader and Mernie Cole

Less Than Zero by Stuart Murphy and Frank Remkiewicz

Who's Got Spots by Linda Aber and Gioia Fiammenghi

Tiger Math: Learning to Graph from a Baby Tiger by Ann Whitehead Nagda and Cindy Bickel

Harriet’s Halloween Candy by Nancy Carlson

A Closet Full of Shoes and Picture Puzzle Piece by Shel Silverstein

Probably Pistachio by Stuart J. Murphy

Do You Wanna Bet? by Jean Cushman

Teacher Resource Books:

The Complete Book of Graphing by Douglas C. McBroom

Great Graphs and Sensational Statistics: Games and Activities that Make Math Easy and Fun

by Lynette Long


VIDEO Bill Nye Video about Probability (advanced)~~ https://www.youtube.com/watch?

v=Sqq4k50dxbI

Drawing Graphs ~~ www.youtube.com/watch?v=sSG8C2vKIg8

Probability Song ~~ https://www.youtube.com/watch?v=0xm1SDlnvh4

Probability Video (advanced) ~~ https://www.youtube.com/watch?v=usY1oY0bWQ8

Probability Video ~~ https://www.youtube.com/watch?v=QpfMwA0z_1Y

Song and video~~ http://www.flocabulary.com/probability/

Various math concepts ~~ pbskids.org/cyberchase/videos

**The following videos may be inappropriate for students’ cognitive levels, and are meant as a

resource for teachers:

Another Probability Lesson ~~ https://www.youtube.com/watch?v=rlUZXrJGuf8

How to Teach Probability Using M&Ms ~~ https://www.youtube.com/watch?v=ijbuU75wiVo

Monty Hall Problem ~~ https://www.youtube.com/watch?v=mhlc7peGlGg

Probability 101 ~~ https://www.youtube.com/watch?v=YpvE0Co66nU

Probability for Kids ~~ https://www.youtube.com/watch?v=lN6dkVRzsZA

Probability Lesson ~~ https://www.youtube.com/watch?v=ihH7ZXemEdI

Statistics: Decisions Through Data: Unit 1 What is Statistics? ~~

www.neok12.com/php/watch.php?v=zX0761455c61787e6542705d&t=Statistics


http://www.neok12.com/php/watch.php?v=zX0761455c61787e6542705d&t=Statistics

https://www.youtube.com/watch?v=ihH7ZXemEdI

https://www.youtube.com/watch?v=lN6dkVRzsZA

https://www.youtube.com/watch?v=YpvE0Co66nU

https://www.youtube.com/watch?v=mhlc7peGlGg

https://www.youtube.com/watch?v=ijbuU75wiVo

https://www.youtube.com/watch?v=rlUZXrJGuf8

http://pbskids.org/cyberchase/videos


https://www.youtube.com/watch?v=QpfMwA0z_1Y

https://www.youtube.com/watch?v=usY1oY0bWQ8

https://www.youtube.com/watch?v=0xm1SDlnvh4

http://www.youtube.com/watch?v=sSG8C2vKIg8

https://www.youtube.com/watch?v=Sqq4k50dxbI

https://www.youtube.com/watch?v=Sqq4k50dxbI

Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the same

opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a basis from which

they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.


Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make known to

instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

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

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level


Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).


Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a student to use content

related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.


Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.


Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others (e.g. replacing

attention to task with stereotypic response; continuous noise production)o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of

others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.


Explanatory Notes: (Self-Regulation, Informed Choice-Making) An informed choice refers to a student’s selection (within a single activity) of one of two (or

possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.

To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.


A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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