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Description: DOMAIN: Home Living Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) House Keeping Skills Disposes of garbage Cleans floors Dusts Furniture Clears couches, chairs, tables, of trash and/or magazines Returns items to proper storage area Cleans windows and mirrors C leans bedroom Cleans bathroom Hangs clean...
Description: Skills Assessment/Planning Guide DOMAIN: COMMUNITY ACCESS SKILLS Community Mobility Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) 1. Understands how to tolerate different situations in the community (i.e tolerates change in routine, functions appropriately in a variety of settings and situations) 2....
Description: DOMAIN: COMMUNITY ACCESS SKILLS Community Mobility Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note : not all skills have embedded academic components) Understands how to tolerate different situations in the community (i.e tolerates change in routine, functions appropriately in a variety of settings and situations) Negotiates a variety of environ ments...
Description: Skills Assessment/Planning Guide DOMAIN: SELF-MANAGEMENT Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Eating Skills 1. Drinks 2. Chews/swallows 3. Eats finger foods 4. Uses table utensils Dressing Skills 5. Identifies clean vs. soiled clothing 6. Selects/wears appropriate clothing/accessories 7. Puts on/takes...
Description: DOMAIN: SELF-MANAGEMENT Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Eating Skills Drinks Chews/swallows Eats finger foods Uses table utensils Dressing Skills Identifies clean vs. soiled clothing Selects/wears appropriate clothing/accessories Puts on/takes off clot hing Puts on/takes off shoes Demonstrates use...
Description: Skills Assessment/Planning Guide DOMAIN: COMMUNICATION SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Early Communication Skills 1. Scans/searches immediate environment 2. Demonstrates awareness of cause/effect 3. Uses switches 4. Participates in computer activities 5. Demonstrates identifiable...
Description: DOMAIN: COMMUNICATION SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embed ded academic components) Early Communication Skills Scans/searches immediate environment Demonstrates awareness of cause/effect Uses switches Participates in computer activities Demonstrates identifiable communicative intent Receptive Communication Skills...
Description: Revised-June 2014 ASOL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL SCIENCE – MATRIX Based on the 2010 Science Standards of Learning Reporting Category Grade 5 Grade 8 High School Scientific Investigation 5S-SI 1 5S-SI 2 8S-SI 1 8S-SI 2 8S-SI 3 Scientific Investigation and the Nature of Science HSS-SI 1 HSS-SI 2 Force, Motion, Energy and Matter 5S-FME 1 5S-FME 2 5S-FME 3 5S-FME 4 5S-FME 5 8S-FME 1 8S-FME 2 8S-FME 3 8S-FME 4 8S-FME 5 Life Processes and Living Systems 5S-LPS 1 5S-LPS 2 5S-LPS 3 5S-LPS...
Description: Revised-June 2014 ASOL HISTORY/SOCIAL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL HISTORY/SOCIAL SCIENCE – MATRIX Based on the 2008 History/Social Science Standards of Learning Reporting Category Elementary School Middle School High School History (HS-H) HS-H 1 HS-H 2 HS-H 3 HS-H 4 HS-H 5 HS-H 6 HS-H 7 HS-H 8 HS-H 9 HS-H 10 HS-H 11 HS-H 12 HS-H 13 HS-H 14 HS-H 15 HS-H 16 HS-H 17 HS-H 18 HS-H 19 HS-H 20 HS-H 21 HS-H 22 HS-H 23 HS-H 24 HS-H 25 HS-H 26 HS-H 27 HS-H 28 HS-H 29 HS-H 30 HS-H 31 HS-H 32...
Description: Revised-June 2014 ASOL WRITING SCOPE AND SEQUENCE MATRIX: ASOL WRITING – SUMMARY MATRIX Based on the 2010 English Standards of Learning Reporting Category Grade 8 High School Research, plan, compose, and revise for a variety of purposes 8E-WP 1 8E-WP 2 8E-WP 3 8E-WP 4 8E-WP 5 8E-WP 6 HSE-WP 1 HSE-WP 2 HSE-WP 3 HSE-WP 4 HSE-WP 5 HSE-WP 6 Edit for correct use of language, capitalization, punctuation, and spelling 8E-WE 1 8E-WE 2 8E-WE 3 HSE-WE 1 HSE-WE 2 HSE-WE 3 HSE-WE 4
Description: Revised-June 2014 ASOL MATHEMATICS SCOPE AND SEQUENCE MATRIX: ASOL MATHEMATICS– SUMMARY MATRIX Based on the 2009 Mathematics Standards of Learning Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Number, Number Sense, Computation and Estimation 3M-NSCE 1 3M-NSCE 2 3M-NSCE 3 3M-NSCE 4 3M-NSCE 5 3M-NSCE 6 3M-NSCE 7 4M-NSCE 1 4M-NSCE 2 4M-NSCE 3 4M-NSCE 4 4M-NSCE 5 5M-NSCE 1 5M-NSCE 2 5M-NSCE 3 5M-NSCE 4 6M-NSCE 1 6M-NSCE 2 6M-NSCE 3 6M-NSCE 4 6M-NSCE 5 7M-NSCE 1...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? • Visual orientation Yes/No • Touching Yes/No • Smiling Yes/No • Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description:
Description: Revised-June 2014 ASOL READING SCOPE AND SEQUENCE MATRIX: ASOL READING – MATRIX Based on the 2010 English Standards of Learning Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Use word analysis strategies and word reference materials 3E-RW 1 3E-RW 2 3E-RW 3 3E-RW 4 3E-RW 5 3E-RW 6 3E-RW 7 4E-RW 1 5E-RW 1 6E-RW 1 7E-RW 1 8E-RW 1 HSE-RW 1 HSE-RW 2 HSE-RW 3 Demonstrate comprehension of fictional texts 3E-CF 1 3E-CF 2 4E-CF 1 5E-CF 1 6E-CF 1 7E-CF 1 8E-CF 1 HSE-CF 1...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? Visual orientation Yes/No Touching Yes/ No Smiling Yes/No Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description: COMMUNICATION DICTIONARY Student: Date: Team Member : Setting: What the student does? What might it mean? How might we respond?
Description: COMMUNICATION DICTIONARY Student: Date: Team Member : Setting: 1. What the student does? 2. What might it mean? 3. How might we respond?
Description: WHY IS COMMUNICATION IMPORTANT? • So that individuals can communicate and get their wants and needs met • So that individuals understand what is happening to and around them, can question if they don’t understand, and have choice and control throughout their days • So that all individuals have a rich and enjoyable social life • So that individuals can demonstrate understanding of instructional concepts BASIC BELIEF STATEMENTS: • To be human is to communicate • It is impossible to NOT communicate...
Description: WHY IS COMMUNICATION IMPORTANT? So that individuals can communicate and get their wants and needs met So that individuals understand what is happening to and around them, can question if they don’t understand, and have choice and control throughout their days So that all individuals have a rich and enjoyable social life So that individuals can demonstrate understanding of instructional concepts BASIC BELIEF STATEMENTS: To be human is to communicate It is impossible to NOT com municate The only...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, time telling, and...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, ti me telling, and...