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Alternate Assessment Curriculum FrameworkIntroduction

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

requests for instructional expectations connected to the Common Core Learning Standards

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

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

participated in a collaborative process to create an Alternate Assessment Curriculum

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

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

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

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

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

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

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

modules.

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

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

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

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D 75 Alternate Assessment Curriculum Framework 6-8 Social Studies Module 4: Progressive Era

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.

D 75 Alternate Assessment Curriculum Framework 6-8 Social Studies Module 4: Progressive Era Page 6

District 75 Alternate Assessment Curriculum Framework

Grades 6-8 Social Studies Module 4

PROGRESSIVE ERA

CONTEXT

UNIT TOPIC: Progressive Era

According to the National Council for Social Studies (NCSS), “the primary purpose of Social

Studies is to help young people make informed and reasoned decisions for the public good as

citizens of a culturally diverse, democratic society in an interdependent world.” For students to

understand the world of today, they need to learn what key events caused changes in the past

and shaped our present while developing awareness that they are active agents of a fluid

society.

In the early 1900’s the influx of immigrants, the migration of people from rural areas to urban

areas, and the growth of industrialism put great strains on the nation’s cities. Sanitation, labor

conditions, housing and environmental conditions were impacted. Activist citizens began

movements to improve conditions in New York City and the rest of the country. Reform efforts

were directed to improving housing, work conditions, labor rights, women's rights, the safety of

the nation's food supply, and the conservation of natural resources.

In this module, students will engage, understand, and participate in moments of the

Progressive Era by analyzing the changes in New York City at the turn of the century. Students

have opportunities to explore immigration and the impact of immigration on the city. Students

will explore the inventions from the turn of the century and analyze how these inventions

facilitated people’s lives. To support concepts of change of progress, attention is given to

transportation in the city over time. Students study the social problems of the Progressive Era

and the social reform movements that addressed the different problems. To ensure real world

application, the class determines a school or community problem and takes action as


“Reformers” to address the problem. The final assessment requires students to present what

problem they identified and the action they took to address the problem. The assessment task

focuses on the “reform efforts” undertaken by the class. Other learning strands are assessed

through formative assessments and analysis of work products.

Students should maintain a notebook about the Progressive Era. This module emphasizes

visual access to content; students are encouraged to look deeply at the details of photographs

about the different topics. Not all issues that presented themselves during the Progressive Ear

are addressed in the learning plans and activities; teachers can extend and add to the learning

plans and activities. In discussing the problems and reforms of the turn of the century with

students, provide opportunities to relate those problems and reforms to the problems and

reform efforts of today. Case studies are presented as one of the learning plans and activities

so that students can explore a topic in greater depth. It is important that students have

multiple opportunities to be exposed to the vocabulary related to the topics; it is not expected

however that students demonstrate mastery of all the vocabulary. The performance

assessment is based on speaking and listening standards.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples

Student notebooks

PERFORMANCE BASED ASSESSMENT TASK

Your Principal has told your teacher that there is going to be a press conference about the

Reform Efforts led by your class. The Principal has asked that each student have a role in the

press conference. Students can use visuals and charts to support their presentation.

Level D:

Students will engage in a class presentation of the Reform actions the students took in their

class project. Each student will select a detail that they can add to support what problem they

addressed, the actions they took and the results of their actions.

Level C:

Participate in presenting the Reform actions the students took in their class project. Students

will sequence the steps they took in carrying out their Reform project. Each student will be

responsible for a step in the process and will present two details about that step.

Level B:

Participate in presenting the Reform actions the students took in their class project. Students

will present on the different steps they took to develop and execute their Reform Project.

Each student will be assigned a step in the process and will report on that step.

Our class chose a problem to solve

We let others know about this problem


We met with leaders who could help us in solving the problem

We made an action plan

We each were responsible for carrying out our plan

We reviewed the results of our action and compared the situation before and

after our action

We let our community know about our actions and the results of our action

*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.

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

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.

SL.4 Present information, findings, and supporting evidence such that listeners can

follow the line of reasoning and the organization, development, and style are

appropriate to task, purpose, and audience.

SL. 5 Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.


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.

SOCIAL STUDIES KEY IDEAS

Standard 1: History of the United States and New York. Key Idea: Students will study family,

neighborhood, community, New York State and United States history, culture, value, beliefs,

and traditions and the important contributions of individuals and groups.

Standards 2: History of the United States and New York. Key Idea: Students will use a variety

of intellectual skills to demonstrate their understanding of major ideas, eras, themes,

developments, and turning points in world history and examine the broad sweep of history

from a variety of perspectives.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 3a.2Universal Foundation Skills Intermediate Key Idea 2. Thinking skills lead to problem solving,

experimenting, and focused observation and allow the application of knowledge to new and

unfamiliar situations.

ESSENTIAL QUESTIONS

1. How did immigration change New York City?

2. How did inventions influence the growth of families and communities?

3. Why were the reforms necessary in the Progressive Era?

4. How can we use what we have learned to improve conditions in our school or

community?


LESSON STRANDS OVERVIEW

1. New Wave Immigration.

2. Inventions from the “turn of the century” modernized and shaped our present day

society.

3. Expansion of transportation in New York City

4. Social Reform in New York City

5. Social Reform Service Learning Project

VOCABULARY

Activist

Assembly Line

automobile

change

child labor

citizen

city

culture

diverse

electric

environment

heritage

homeland

homelessness

horse cart

hygiene

immigrant

immigration

industrial

invention

New wave immigration

reform

poverty

progressive

Progressive Era

rights

social

Social Reform

settlement houses

steamboat

tenement houses

train

travel

unfair

urban


LESSON STRANDS OVERVIEW

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: New Wave Immigration: The creation of a diverse community.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend to a read aloud of Tar Heel Reader Ellis Island.

http://tarheelreader.org/2009/06/17/ellis-island/13/

Engage with taking the photos from the book and matching them to places on the

map.

Attend to a read aloud of Coming to America: The Story of Immigration. Engage with

the pictures of the book that show diversity

Attend to a movie about immigration on Brain Pop Jr. (Ellis Island –

(http://www.brainpopjr.com/socialstudies/americanhistory/ellisisland/).

Attend to a presentation of classmates bringing some traditional items of their home

culture.

Engage with a World Map that has photos of different students and teachers and

where their families came from.

Explore foods from different cultures by looking, touching, smelling or tasting them.

(Note: Be alert to food allergies that students may have.)

Listen to music from different cultures and from different time periods. Indicate

preferred music.

Attend to and explore clothing from different cultures and from different time

periods.


http://www.brainpopjr.com/socialstudies/americanhistory/ellisisland/

http://tarheelreader.org/2009/06/17/ellis-island/13/

Attend to the flags that represent the different cultures of the students and adults in

the class.

Engage in a celebration of the diverse cultures of the school.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Watch a video about Ellis Island.

(http://www.brainpopjr.com/socialstudies/americanhistory/ellisisland/).

Show students a trunk and explain that the immigrants could not take everything

with them when they came to America. Have them choose five items they would

bring and draw/label those items in an outline of a trunk.

Provide students with passports that the immigrant would have stamped. Have

them fill out the passports with their information. Simulate experiences of showing

an inspector their passport and having it stamped.

Read the book The Name Jar aloud. Have students to identify the main character

and some of the feelings that this character experiences throughout the story.

Collect pictures from the different cultures represented in the class (teachers and

students) and use them to create a collage.

Identify the cultural background of the students and adults in the classroom by

locating the countries on a World Map.

Students will match the flag of the country to the adults and students in the

classroom.

Identify changes in culture from an immigrants’ experience as related in a book or

video (language changes, clothing changes, food changes).

Using various images (ex. Immigrants arriving at Ellis Island, living in tenement

housing, and working in a factory, etc), students will work in groups to write one

journal entry describing their thoughts, feelings, and experiences as immigrants

living in America. Students will cite textual evidence to support their thoughts,


http://www.brainpopjr.com/socialstudies/americanhistory/ellisisland/

feelings, and experiences. Each group should present their journal entry to their

classmates.

Plan and participate in a celebration of the diverse cultures of the class and school.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Identify countries on a World Map locating the background of the students and adults in

the classroom citing one aspect of their culture that it is different from the culture in the

United States.

Participate in a read aloud of pages 4-5 of Immigrant Kids by Russell Freedman. Refer

to a map to show where immigrants came from and how much they traveled. Chart

what students learned from the read aloud.

Participate in reading the book, When Jessie Came Across the Sea, Amy Hest. In this

book, the main character leaves her grandmother in Europe to start a new life in

American. Trace the journey Jessie takes on a map. At different parts in the story, have

students pretend to be the main character and send postcards home to their

grandmother.

Participate in creating a graphic organizer to list reasons why immigrants came to

America.

Over several classes, students participate in activities related to the immigrant

experience.

O Complete an immigrant questionnaire.

O Make a Passport.

O Provide students with a photo of a trunk or an actual suitcase. Explain that they

can only bring five items with them on their trip to America. Have them list the

items they would bring and the reasons why. Display the lists of items created

by the students.


O Have students work in groups to examine photographs of the journey to

America, for example, a photo of immigrants packed in the steerage. Write a

journal entry describing their trip and what they were feeling.

O Have students work in groups to examine photos of immigrants being examined

by inspectors.

Discuss where immigrants settled in the United States. (Most immigrants went to large

cities, port cities where ships landed or to areas where their families had settled.

Immigrants who wanted to buy land often could not buy land right away and had to

work in cities to earn the money to buy land.)

Participate in a class discussion on what students believe New York was like 100 years

ago. Use guiding questions, such as:

Was there running water in the homes?

Did families have a bathroom in their home?

Were there lights in the home?

Were there streetlights?

What kind of transportation did people use?

Revisit the chart after students have had opportunities to study New York in the 1900’s.

Provide students with photographs of the tenements and the city. Have students

work in groups and find 2 details in the picture about life in the city. Write a

postcard to a relative or friend who is back in your country of origin supposing you

are an immigrant arriving at Ellis Island. Identify some of the feelings and the

thoughts you are having when arriving to an unknown place and after leaving loved

ones behind.

Visit the American Museum of Immigration in Ellis Island and participate in the

museum activities.

Using various images (ex. Immigrants arriving at Ellis Island, living in tenement

housing, and working in a factory, etc), students will write three journal entries

describing their thoughts, feelings, and experiences as immigrants living in America.


Students will cite textual evidence to support their thoughts, feelings, and

experiences.

Interview an immigrant about his/her experience moving to the United States. Have

students create interview questions. Model for the students how to use the

interview answers to write an article about the person.

Chart contributions of different groups to America.


Lesson Strand 2: Inventions from the “turn of the century” modernized and shaped our

present day society.


Attend to a reading of Tar Heel Reader Inventions.

http://tarheelreader.org/2008/09/21/inventions/10/

Attend to photos, videos, or other media of “turn of the century” inventions that we still

use today (vacuum cleaner, air conditioner, hearing aids, folding wheelchair, ear

trumpets).

Engage with a collage of the “turn of the century” inventions.

Engage with turn of the century inventions we still use today (vacuum cleaner, air

conditioner, hearing aids, folding wheelchair).

Attend to a read aloud from Time For Kids: Thomas Edison: A Brilliant Inventor.

Students identify inventions of Thomas Edison.

Attend to a read aloud of Cars .

http://tarheelreader.org/2009/09/11/cars-cars-cars-2/10/

Watch a Brainpop movie about an Assembly Line on the SmartBoard or Ipad

(http://www.brainpop.com/technology/scienceandindustry/assemblyline/).

Read the Tar Heel Reader book about assembly lines.

http://tarheelreader.org/2009/02/18/food-for-others/8/

Participate in an assembly line activity in class to make a simple product.


Label “turn of the century” inventions by matching the items and their pictures.

Play “turn of the century inventions” bingo. Have students identify the invention when

giving hints about them and their use.

Review what progress means with students with regards to different items that we use.

In our everyday life, e,g, a rotary phone and a cell phone. Provide students with pairs of


http://tarheelreader.org/2009/02/18/food-for-others/8/

http://tarheelreader.org/2009/09/11/cars-cars-cars-2/10/

pictures of different items and have them sort them into categories of “Then” and

“Now” to complete a T-chart.

Participate in an experiment to demonstrate how inventions can make life more

efficient, e.g. time how long it takes to make butter through shaking a jar versus using

an electric beater.

Watch the Brainpop Jr. video of Thomas Edison at

http://www.brainpop.com/science/energy/thomasedison/preview.weml

Participate in a read aloud of the text Time For Kids: Thomas Edison: A Brilliant Inventor,

create a pictorial timeline of the inventions Edison constructed.

Participate in reading about Henry Ford using various texts and images to learn how he

revolutionized the automobile industry by using an assembly line to produce cars.

https://www.teachervision.com/tv/printables/TCR/1576901009_144.pdf

After completing this study, students will simulate an assembly line by putting together

a model car.

After participating in a reading of Garrett Morgan: Inventor of the Traffic Light and Gas

Mask, students will match details about the invention to the invention itself.

Match pictures/symbols/words to the inventions on a timeline. Have students use

sticky notes to identify the invention they feel is the most important and to record the

reason why.


Identify some of the turn of century inventions by naming or labeling them.

Compare new and old inventions by stating how some of the most recent inventions

serve the same purpose of turn of century inventions but are more modern and better

versions of them.

Select a turn of the century problem and explain what turn of the century invention

solved that problem (hearing aids allowed some people with hearing impairment to

hear).



http://www.brainpop.com/science/energy/thomasedison/preview.weml

After listening to the read aloud of Garrett Morgan: Inventor of the Traffic Light and Gas

Mask, students will discuss the importance of the Morgan Safety Hood (gas mask) and

Traffic Light on society. Students will respond to prompts such as “How did these

inventions change society? and “What would society be like without these inventions?”

After listening to a read aloud of Time For Kids: Alexander Graham Bell: Inventor of the

Telephone, students will complete a timeline about the evolution of the telephone.

Underneath each picture of the telephone, students will provide a description the

telephone’s changes.

Read Henry Ford: Father of the Auto Industry, (A True Book), Josh Gregory, Scholastic.

Participate in an Inventor Study about Henry Ford by using various texts and images to

learn how he used the assembly line to create automobiles. After learning about Henry

Ford, each student should be allowed to put together a snap-together model or a

puzzle. Have each student use a stopwatch to record his or her time. Then, teachers

should group students and direct them to assemble the model or puzzle by assigning

each student a specific task. Students and/or teachers should use the stopwatch to

record each group’s time. Students will compare their individual time with the group

time of assembling the project. Discuss advantages and disadvantages of the assembly

line method.

Put on your Inventor’s Cap! Students will select an inventions and design its upgrade,

e.g. (Headphones, can opener, motorcycle, radio, or iron). Or students can work in

small groups to invent an item that will make life easier. After students design their

inventions, they can create an advertisement for the invention.

Have students imagine what it would be like if somebody was able to take what they

had invented, manufacture it and sell it to the stores. Have students discuss and share

their reaction. Explain that the United States developed the Patent Office to deal with

this problem so that inventors have exclusive rights to their invention. Provide students

with copies of patents of different inventions. Have students complete an adapted

patent application for what they invented.


Create a timeline of inventions. Have students review the timeline and identify which

invention they feel has been the most important. Students write their reasons why they

selected the invention they did. Display their writing with the timeline.

Participate in a class discussion on the impact of early 20th century advancements,

including electricity, automobiles, airplanes, refrigeration, photography and moving

pictures, etc.


Lesson Stand 3: Expansion of transportation in New York City


Attend to images of different types of transportation in New York City at the “turn of

the century.”

Explore manipulatives related to transportation (models, tokens, metro cards, and

seatbelts) by touching and feeling them.

Listen to different sounds of things that relate to modes of transportation (trains,

whistles, bells, horns, motors).

Watch videos about transportation in the city during the Progressive Era.

Listen to a read aloud about transportation in the city in the turn of the century.


Label different types of transportation in New York City (including “turn of the

century” modes of transportation).

Collect and display items related to transportation (models, tokens, metro cards,

horse saddles, seatbelts, boarding passes) and match the items to the vehicle.

Take a survey to identify the types of transportation used by students and adults in

their classroom. Place the results on a graph.

Distinguish between vehicles of transportation from the past and the present by

completing a T-chart using visuals.

Match the vehicle (ship, airplane, car, bus) to the type of travel (sea, air, land).

Compare photographs of transportation of New York in the 1900’s to photos of

transportation today.

Visit the New York Transit Museum and participate in the activities.



Read a text about traveling during the Progressive Era. Identify the main idea and

supporting details and state how most people traveled around during that period.

Cite some of the transportation issues (increasing costs of transportation, overuse of

railroads, excessive horses on streets) from that time.

Complete a Compare and Contrast graphic organizer with two different types of

vehicles of transportation used in New York City (subway, bus, car, taxi) and identify

the advantage and/or disadvantages of each.

Visit the New York Transit Museum to learn about urban public transportation

history. Select one vehicle found there to write about what was learned during the

visit.

Create and administer a survey to identify the types of transportation used by

students and adults in the school. Place the results on a graph and write some

conclusions from the survey. Share the findings with the whole school.

Research and graph the increase in fares of New York City subway over time online

or at the New York Transit Museum. Analyze the growth of New York subway

throughout the years and illustrate its changes.

Write about the impact of transportation on the development of New York City at

the turn of the century.


Lesson Strand 4: Social Reform in New York City


Litter the front of the classroom. Have students identify the problem of litter in the

classroom. Have the students respond to what can be done about the litter in the

classroom, e.g. make a class rule about the litter, have wastebaskets in the class, ask

the custodian to check their room, establish a time each day to clean up. Take the

actions to prevent litter in the classroom. Emphasize how students solved problems.

Attend to pictures about social problems in New York City in the Progressive Era.

Explore types of housing in New York City from past to present (settlement houses,

tenement, boarding homes, and two/three family homes).

Engage with Student Council representatives about students’ rights.


Litter the classroom. Have students identify the problem of litter in the classroom.

Have the students respond to what can be done about the litter in the classroom,

e.g. make a class rule about the litter, have wastebaskets in the class, ask the

custodian to check their room, establish a time each day to clean up. Chart their

responses. Take the actions to prevent litter in the classroom. Use the example to

define reform and activism.

Provide students with photographs that show the impact of immigration and

industrialization on the living, work and health conditions in New York City.

Participate in creating an organizer about the impact of immigration and

industrialization on New York City.

Present to students pictures of New York in the early 1900’s that are representative

of different social issues. Have students examine photos and as a class label each

photo with a key word that represents a social problem.


Since students may participate in a “conservation” or “environmental protection”

service learning project, explain how reformers also helped conservation. Discuss

the conservation efforts undertaken by John Muir. Have students look at pictures of

John Muir and read a simple text about him. (See resources for a website that has

different materials.)

Discuss with students how many people addressed the problems and brought about

change. Show student pictures of different reformers and discuss what they did.

Have students match the pictures of the reformers to pictures of the problems.

As a class, select one of the issues that needed to be addressed at the turn of the

century. Have students become experts in that issue as they participate in a case

study of the problem. Model how to examine photographs about the problem. How

did inventions influence the growth of families and communities?

Have students make signs to carry (as a show of protest) about the conditions.

Discuss how they would help fix the problem.

Visit The Lower East Side Tenement Museum to identify some of the challenges that

immigrants in New York faced by selecting from pictures and words.


Read texts from the Progressive Era to analyze social problems in New York City

(poverty, homelessness, lack of hygiene, child labor, hunger) by identifying the issue

described and presenting a solution for the problem by making a selection.

As a class, study how to analyze a photo. Project a photo of child labor by Lewis

Hines on the SmartBoard. Have students study the photo for 2 minutes. Study each

quadrant one at a time to become “Detail Detectives”. List the people, objects and

activities in the photograph. Ask students to state something they learned from the

photograph. Develop a list of questions they have about the photograph.


In small groups examine photos of child labor by Lewis Hines. Students write two

details they identified in each photo and one question they have about the photos.

Students watch “Newsies” documentary – “The Strike: The True Story” and video

clips from the Newsies. (The documentary is included on the Newsies DVD). Create

flyers to get other newsies to join the strike.

Groups design and make posters they would carry in a protest march against child

labor in the early 1900s.

Discuss how we get information about the world, how we get the news. (From

newspapers, TV, the internet, the radio.) Ask the students how people got the news

100 years ago. Define“muckrakers” for the students and how they used

photographs and writing to bring problems to the attention of the people so that

there could be solutions for the problems.

Discuss how poverty and overcrowding resulted in terrible conditions for turn of the

century living conditions. Take a virtual tour of the Tenement Museum.

http://www.tenement.org/Virtual_Tour/index_virtual.html

Provide students with pictures of tenements and have them examine the

photographs using the same process they used with child labor.

Read the Gordons’ Story (http://povertyhistory.org/era/progressive#gordon-family).

Identify the characters and some of the housing problems this family was facing.

State how the Tenement Act of 1901 addressed these issues.

Complete a timeline about the three Tenement Acts (1867, 1879 and 1901)

identifying the key points of each and the changes from one to the next.

Read an excerpt from The Jungle. Discuss why this book was important and the

changes that resulted in FDA regulation. Have students chart what happened on a

cause and effect graphic organizer.


http://povertyhistory.org/era/progressive#gordon-family

Explore the Triangle Shirtwaist Factory Fire of March 25, 1911. Have students list

the safety hazards of the building. Relate to the importance of following safety

requirements and having fire drills. For resources to support this topic, refer to the

UFT resources:

http://rememberthetrianglefire.org/wp-content/uploads/2011/04/Triangle-UFT-

RESOURCES-MATERIALS.pdf

Since students may participate in a “conservation” or “environmental protection”

service learning project, explain how reformers also helped conservation. Discuss

the conservation efforts undertaken by John Muir. Have students look at pictures of

John Muir and read a simple text about him. (See resources for a website that has

different materials.)

Have class work in 2 or 3 groups to participate in case studies of social issues and

reform. Have students identify a social problem they want to explore in depth. Have

students work in small groups to participate in a case study experience. Students

use different resources to explore the topic. Student groups develop a tri-fold

presentation of their topic.

Create a Wall of Fame display. Students use technology to research influential

people during the Progressive Era (see list). Students make a poster with the

person’s name, pictures of the person, what they did and what the impact of their

actions were.

o Jane Addams – housing conditions, child labor

o Lewis Hines – child labor

o Mary Harris Jones (Mother Jones) – workers’ right

o Jacob Riis - tenement house

o Nelly Bly – mental health care

o Upton Sinclair – immigrant workers/meat packing industry

o Marcus Garvey – African American rights/unity

o Carrie Chapman Catt – women’s voting rights

o John Muir – environmental conservation


http://rememberthetrianglefire.org/wp-content/uploads/2011/04/Triangle-UFT-RESOURCES-MATERIALS.pdf


Do a gallery walk of the Wall of Fame. Have students write comments on sticky

notes and post their comments next to the posters. Critique videos and songs about

protests for social change. Discuss if they were able to get their message across and

what kind of feelings students had when they watched or listened to them.

Visit the Shanker Museum to observe the experiences of Social Reform. Give each

student a Social Reform to investigate. Students will record 3-5 facts about the

Social Reform they investigated.

http://www.vmps.us/main (Registration is free). The Virtual Museum of Public

Service allows you to explore digital representations of great works of visual art,

film, video, and significant documentary artifacts that depict the largely

unrecognized achievements and sacrifices of individuals in the public service.

Create a scrapbook of photographs of social problems and reform efforts. Label the

photos. Choose two of the photographs and write reasons why you chose the

photographs.


http://www.vmps.us/main

Lesson Strand 5: Social Reform Service Learning Project


Take a walk in the school community to identify ways in which problems are addressed.

Take a neighborhood walk to identify ways in which social problems are addressed (no

smoking signs at entrances, exits, and near windows of school buildings, Curbing Pets

signs, etc.)

Participate in voting yes or no to express opinions on school-wide student issues.

SERVICE LEARNING PROJECT (To be implemented over multiple sessions.)

As a class, decide on an issue that students can address. Record what the issue is and

why it needs to be addressed. Determine a plan of action. Record student engagement

as they execute the plan. Record the results of their action. With the class, make a

power point slide show to document the actions they took as “Social Reformers.”


Complete the “Is Your School Community Safe?” checklist while walking around the

school.

Is Your School Community Safe? Checklist

Print out this checklist and do this inspection with our classmates, paraprofessionals,

and teachers. If you find any hazards, check NEEDS FIXING and then ask an adult how to

have them fixed.

TRUE NEEDS FIXING


Electrical outlets are not overloaded

with lots of plugs.

Desks and chairs are free of graffiti.

All danger and warning signs are read

and carefully followed.

There are signs declaring areas as

drug free and nonsmoking zones.

Exit signs are well lit.

Classrooms are equipped with

information related to fire safety

Take a neighborhood walk to identify in the community areas that have and do not have

accessibility and take a picture of both. Use the pictures to create a T-chart comparing

areas with accessibility with areas without accessibility and its benefits.

Take a neighborhood walk to identify and tally ways in which social problems are

addressed (no smoking signs at entrances, exits, and near windows of school buildings,

Curbing Pets signs, etc.)

Human Animal Environment

Tally

Marks

Tally

Marks

Tally

Marks

No Smoking

Signs

Curb Dogs Signs Do Not Honk Your

Horn Signs


No Bare feet

Signs

Leash Signs Beautification Signs

Handicap

Parking Signs

No Littering

Drug-Free Zone

Participate in surveys to give opinions to school wide student issues and present them

to student council or school administrators.

Discuss the importance of voting on issues. Explain to students how at the turn of the

century, women did not always have the right to vote. Discuss the efforts of the

women’s suffragette movement.


Class identifies a school/community problem that they want to address. The class

develops a plan and takes action to address the problem. They sequence the steps they

took in addressing the problem and the impact of their actions on the community. They

publish a one page fact sheet about the problem, how they addressed it and the results

of their action. Students distribute the fact sheet to other classes.


Discuss with the class progressive programs currently operating. Discuss why there is a

need for these programs. Chart different issues in the community, such as

homelessness and hunger, animal homelessness, pollution, environmental problems.

Discuss the importance of voting on issues to have one’s voice heard. Explain to

students how women at the turn of the century did not always have the right to vote.

Discuss the efforts of the women’s suffragette movement.



O Class identifies a school/community problem that they want to address. As a

class, research the problem they want to address and publish a “Muckraker”

article about the problem. The article should include what the class is going to

do about the problem.

o Students will create signs to advertise change and use them in a “protest march”

to affect a change in their learning environment or Students will have a letter

writing campaign to a public official (congressman, mayor, city council rep) to

request a change to benefit their community.

O Have a meeting with a school administrator (school problem) or local community

leader (community problem) to address the problem.

O The class develops a plan and takes action to address the problem.

O Sequence the steps they took in addressing the problem and the impact of their

actions on the community.

O Write an informative essay about the problem and how they addressed it.

Include what the results of their actions were.


MATERIALS/ RESOURCES

SmartBoard

IPads

Laptops

Assistive Technology (switches, communication devices, etc.)

Is Your School Community Safe? Checklist

WEBSITES

New Wave Immigration:

http://www.scholastic.com/teachers/activity/turn-century-dear-america-activity ,

http://teacher.scholastic.com/activities/immigration/young_immigrants/sadana.htm

http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm

http://www.scholastic.com/teachers/activity/turn-century-dear-america-activity ,


http://www.tenement.org/

http://visionsofliberty.net/pdfs/bookGroups/immigrationLessonPlans.pdf


http://www.biography.com/people/groups/immigration/us-immigrant

http://immigrationupdate.wordpress.com/famous-american-immigrants/


Social reform in New York City:

http://app.discoveryeducation.com/search?Ntt=progressive+era

http://www.amazon.com/Tell-Me-Mitzi-Lore-Segal/dp/0374475024/ref=sr_1_cc_1?

s=aps&ie=UTF8&qid=1374846038&sr=1-1-catcorr&keywords=tell+me+a+mitzy

http://www.time.com/time/specials/packages/article/

0,28804,1846670_1846800_1846821,00.html


http://www.time.com/time/specials/packages/article/0,28804,1846670_1846800_1846821,00.html

http://www.time.com/time/specials/packages/article/0,28804,1846670_1846800_1846821,00.html

http://www.amazon.com/Tell-Me-Mitzi-Lore-Segal/dp/0374475024/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1374846038&sr=1-1-catcorr&keywords=tell+me+a+mitzy

http://www.amazon.com/Tell-Me-Mitzi-Lore-Segal/dp/0374475024/ref=sr_1_cc_1?s=aps&ie=UTF8&qid=1374846038&sr=1-1-catcorr&keywords=tell+me+a+mitzy

http://app.discoveryeducation.com/search?Ntt=progressive+era


http://immigrationupdate.wordpress.com/famous-american-immigrants/

http://www.biography.com/people/groups/immigration/us-immigrant


http://visionsofliberty.net/pdfs/bookGroups/immigrationLessonPlans.pdf



http://www.scholastic.com/teachers/activity/turn-century-dear-america-activity

http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm


http://www.scholastic.com/teachers/activity/turn-century-dear-america-activity

http://app.discoveryeducation.com/search?Ntt=the+long+road

http://www.teachertube.com/viewVideo.php?video_id=155299

http://www.aarp.org/politics-society/history/info-01-2011/mlk_2011.html

http://en.musicplayon.com/play?v=461198

http://wtso.tv/movie/180-The_Simpsons_417_Last_Exit_to_Springfield.html

http://povertyhistory.org/era/progressive#tenement-house-act-of-1901

Expansion of transportation in New York City:

http://www.mta.info/mta/museum/

http://www.transitmuseumeducation.org/trc/curriculum

Activism in New York

http://www.mcny.org/content/activist-new-york

Conservation Efforts:

http://www.sierraclub.org/john_muir_exhibit/educational_resources/studentpage.aspx

Triangle Shirtwaist Factory Fire

http://rememberthetrianglefire.org/wp-content/uploads/2011/04/Triangle-UFT-

RESOURCES-MATERIALS.pdf

MANIPULATIVES

Miniature wagons, trains, train tracks, ships, horse carriages.

Teacher made games.

Train whistles, tokens, metrocards, seat belts.

Maps (USA and World)




http://www.sierraclub.org/john_muir_exhibit/educational_resources/studentpage.aspx


http://www.transitmuseumeducation.org/trc/curriculum

http://www.mta.info/mta/museum/

http://povertyhistory.org/era/progressive#tenement-house-act-of-1901

http://wtso.tv/movie/180-The_Simpsons_417_Last_Exit_to_Springfield.html

http://en.musicplayon.com/play?v=461198

http://www.aarp.org/politics-society/history/info-01-2011/mlk_2011.html

http://www.teachertube.com/viewVideo.php?video_id=155299

http://app.discoveryeducation.com/search?Ntt=the+long+road

Globe

Inventions of the turn of the century

Miniature flags of various countries

BOOKS (including but not limited to)

INVENTIONS

Murphy, Jim. Weird and Wacky Inventions

Van Dulken, Stephen. Inventing the 19th Century: 100 Inventions that Shaped the

Victorian Age, From Aspirin to the Zeppelin

Collier, James Lincoln. The Automobile

Rossi, Ann. Bright Ideas: The Age of Invention in America 1870-1910

Collier, James Lincoln. Electricity and The Light Bulb

Williams, Marcia. H ooray for Inventors!

Wyatt, Valerie. Inventions

Landau, Elaine. Major Inventions Through History: The History of Everyday Life

Time For Kids Biographies: Thomas Edison: A Brilliant Inventor

Time For Kids Biographies: Alexander Graham Bell: Inventor of the Telephone

Time for Kids Biographies: Henry Ford: Putting the WORLD on WHEELS

National Geographic. Driven: A Photobiography of Henry Ford.

Roberts, Steven. Henry Ford

IMMIGRATION

Chinn, Karen. Sam & the Lucky Money

Otto, Carolyn. Celebrate Kwanzaa

Lin, Grace. The Ugly Vegetables

Park, Linda Sue. Bee-Bim Bop!

Choi, Yangsook. The Name Jar


Maestro, Betsy. Coming to America: The Story of Immigration

Rose, Alice and Bowman, Leslie. The Copper Lady

Bunting, Eve and Stahl, Ben. Dreaming of America: An Ellis Island Story .

Bunting, Eve and Peck, Beth. How Many Days to America?: A Thanksgiving Story

Kuklin, Susan. How My Family Lives in America

Lawlor, Veronica. I Was Dreaming to Come to America: Memories from the Ellis

Island Oral History.

SOCIAL ISSUES and REFORMERS

Freedman, Russell. Kids at Work: Lewis Hine and the Crusade Against Child Labor

Manheimer, Ann. Child Labor and Sweatshops.

Greenwood, Barbara. Factory Girl

Saller, Carol. Working Children.

Bartoletti, Susan Campbell. Growing Up in Coal Country

Zinn, Howard. A Young People's History of the United States

THE CITY

Zimmermann, Karl. All Aboard!: Passenger Trains Around the World

Ascher, Kate. The Works: Anatomy of a City.

High, Linda Oatman. Under New York.

Mushabac, Jane and Angela Wigan. A Short and Remarkable History of New York

City.

Reiss, Marcia. New York Then and Now.

Neubecker, Robert. Wow! City!

Solis, Julia. New York Underground: The Anatomy of a City.

Weitzman, David. Locomotive: Building an Eight-Wheeler.

Yepsen, Roger. City Trains: Moving through America’s Cities by Rail.


Teacher Resources

An Industrial Society, NYC Department of Education (Grade 8: Unit 1)

The Progressive Era, NYC Department of Education (Grade 8: Unit 2)

TRIPS/RESOURCES The Lower East Side Tenement Museum, 108 Orchard Street

www.tenement.org

The Museum of the City of New York

http://www.mcny.org

http://www.mcny.org/content/activist-new-york (Resources on activism in New York)

The Transit Museum

Ellis Island Immigration Museum

http://www.ellisisland.org

The Albert Shanker Virtual Museum


Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

Engagement



http://www.ellisisland.org/


http://www.mcny.org/


Engagement 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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