1.  Standard/Description

2.  Example/Rigor

3.  Prior Skills/Materials  

      Needed

4.  Common  Student  

     Assessments

5.  When Taught?

6.  Enrichment

EXECUTIVE FUNCTIONING:

Develop organizational skills at home and at school:

•  time awareness

•  time management, 

•  prioritizing/chunking

•  tracking assignments for timely completion

•  backward planning

•  manage personal time effectively

•  utilize visual note taking strategies (e.g. Cornell notes, visual maps)

• access to personal time keeping device

•  identify an effective organization system  (e.g. planner, binder, accordion folder)

• check SchoolLoop at least once daily

• effective use of Tutorial/HW supports

•  agenda checks (daily work, chunking of large assignments, personal/family commitments) 

• monitor grades  

• track missing assignments/absences

•  effective use Tutorial/HW center

•  Academic Communication

• Learning Skills

•  Successful participation in community based learning

  -  AC W. Valley

  - IDC  Exchng.

  - district wide AC events

PRAGMATIC COMMUNICATION: 

Effective use of key elements of verbal/nonverbal communication

•  successfully uses spoken language to relate to others 

•  inferential thinking

•  perspective taking

•  effectively reading & usage of nonverbal communication & body language

Define & understand the Four Steps of Communication©

    1. Thinking about others and what they are thinking about us     

    2. Establishing a physical presence

    3. Thinking with our eyes

    4. Using spoken language to relate to others 

Define & Understand:

•  the Three Ways to  Make and Impression© 

    1. What we say

    2. What we do

    3. How we look

• ten components of body language (eye gaze, gesture, posture, hygiene, breathing, proximity, tone of voice, volume, facial expressions, speed) 

continued

•  Four Steps of Communication© 

    1.  Thinking about others and what they are thinking about us

     2.  Establishing a physical presence

     3.  Thinking with your eyes

     4. Using language to relate to others

•  facilitated written/ verbal/experiential exercises for formative assessments

•  observation checklists

•  video analysis, quizzes, tests, projects, presentations for summative assessments

•  Academic Communication

Increasing complexity as they progress though high school; increased student independence

•  Community based learning

  -  AC W. Valley

  - IDC  Exchng.

  - district wide AC events

SELF ADVOCACY:

Effectively manages progress toward graduation and personal needs within the academic, personal, and work day (when applicable)

• adequately describes/explains personal learning style/eligibility

• monitors progress toward graduation

•  initiates requests accommodations  modifications

•  asks for clarification from peers and/or teachers/staff

•  utilizes effective problem solving strategies 

•  utilizes effective decision making strategies

• ability to read transcript

• recognizes when needs help

Knowing and understanding personal •  learning style(s) areas of difficulty 

•  spec. ed. eligibility

•  IEP goals  

•  Accomm./Modif. and coping strategies

• successfully identifies courses needed for graduation/course selections

•  Monitor timely requests for Accomm/Modifications

•  Monitor utilization of coping strategies

Structured learning and implementation across the school in AC and across the school day

Independently facilitate their accommodations & modifications 

Makes appointments with Guidance teacher and/or College and Career Center

Utilization of Naviance to track college application process

INDEPENDENT LIVING SKILLS:

Effectively manages personal health/hygiene, transportation needs, and money management

•  maintain bathing schedule/routines

•  maintain routines for wearing clean/weather appropriate clothing

•  maintain successful transportation routine

•  able to make/                                                                                      pack own lunch

•  establish frequency of bathing needed

•  establish bathing routines

•  establish routines to maintain access to clean/weather appropriate clothing

• establish a transportation routine (parent, VTA, shortbus)

• wallet

•  observed consistency for hygiene routines

•  minimal/no tardies

•  observed money management at school and in the community

At home

Structured learning and implementation across the school in AC and across the school day

•  Community based learning

  -  AC W. Valley

  - IDC  Exchng.

  - district wide AC events

FLEXIBLE THINKING:

Effectively identifies and considers alternative perspectives in problem solving and relationship development

•  comprehending the gestalt/big picture

•  utilizing the Four Steps to Perspective taking 

•  considering/honoring another perspective

•  regulating personal behavior/choices based on observations of others (perspective)

• utilization of effective problem solving strategies

•  successful conflict resolution

•  Awareness of the Four Steps to Perspective taking (MGW)

    1.  I think about you, you think about me

    2.  I wonder why you are near me and what is your purpose

    3.  I wonder what you’re thinking about me

    4.  I regulate my behavior to keep you thinking about me the way I want you to

•  Awareness of Keys to Personal Problem Solving (MGW)

    1. Accurately identify the problem

2. Explore why it became a problem

    3.  Consider the problem from another persons perspective

    4.  Anticipate good vs. bad options to assist in solving the problem

    5.  Select choice(s) based on desired outcome

     6.  Initiate action plans to move toward solution  

Facilitated verbal/experiential exercises for formative assessment

Quizzes, tests, projects, presentations for summative assessments

Structured learning in AC and generalization across the school day

Consistent, high quality work production

Decrease dependence on staff/ parents

Increase gen. ed. coursework

SENSORY INTEGRATION

Effectively identify sensory needs and work to develop coping and tolerance techniques

•  Integrate soothing strategies

•  Initiate reasonable changes to the environment

•  Body regulation

•  Identify specific “markers/features” that are problematic

•  Identify physical/nonverbal signals and/or reactions

Video problematic behaviors for interventions/supports

  Structured learning in AC and generalization across the school day

Expand coping skills and duration within problematic settings 

EMOTIONAL REGULATION

Effectively & specifically identify emotional states and coping strategies

•  Effective & timely problem solving and emotional management

•  Utilizes distress tolerance skills

•  Relationship building

•  Reduced anxiety

•  Applying specific •  strategies to specific emotional states

•  Managing undesirable tasks/responsibilities

•  Indentify and define age appropriate emotional vocabulary

•  Connect nonverbal signals to emotional states.  Identify physical/nonverbal signals and/or reactions

•  Identifying emotional triggers 

•  Explicit instruction of distress tolerance skills

Establish baseline of observable incidents, followed up with data outlining decreasing frequency, intensity, and/or duration

Ongoing across the school day and in AC

Individual counseling/therapy

In the community or natural setting

Consistent, high quality participation and work production

Decrease dependence on staff/ parents and increasing self determination

Increase gen. ed. coursework