Disabilities

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New York State Education Department Staff

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Advisory Group on Standards for Students with Severe Disabilities

The Standards

Assessing Students with Severe Disabilities

Accountability

English/Language Arts

·   attend to the speaker, visually and/or auditorily, or task.
·   use information from books, magazines, newspapers, textbooks, audio and mediapresentations, and from such forms as basic charts, graphs, maps, and diagrams.
·   organize and categorize nformation/ materials.use functional reading sight vocabulary.
·   follow directions that involve one or two steps.

This is evident, for example, when students:
p   establish eye contact with others.
p   complete a sorting task with decreasing verbal prompts.
p   immediately respond to "don't touch" in a dangerous situation.
p   identify/classify pictures of food, animals, tools,

p   listen to a book on tape and use information from it
p   visit a library to hear a presentation or to get a

·   use nonverbal communication skills to convey
information, needs and wants.

·   use verbal communication, including alternative communication systems, to convey information, needs and wants.

·   use written form to convey information, needs and wants.

p   indicate preferences in food by pointing to a food

p   ask supervisor at a job site for assistance in
completing a job task.
p   use an augmentative communication device to

p   use manual communication to indicate illness and need for assistance.
p   send messages via the computer to a pen pal.
p   communicate appropriately in social situations (i.e. respond to a "hello").

book and use information from the presentation/
book in school, home, community or work.
 

8

·   listen to a variety of literature: poems; articles and stories from magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction.
·   participate in reading response activities.

p   listen to a picture book story and discuss the pictures.
p   retell a familiar fairy tale or fable to the class.
p   choose books to be read to them or with others.
p   join in repeated refrains from a predictable storybook.

·   present personal responses to literature that
make reference to the plot, characters, ideas
and vocabulary.
·   communicate the meaning of literary works on the literal level.
·   create their own stories, poems, and songs using the elements of the literature read to them and appropriate vocabulary.

This is evident, for example, when students:
p   act out stories, poems, or plays.
p   draw a picture of their favorite character.
p   create their own picture books or fables to keep in the classroom library.
p   explain why they like or dislike a book.

Alternate Level

·   apply a lesson learned from a book, newspapers, magazines, presenter or media presentation to a real-life situation.

p   identify why they liked or disliked a particular book, magazine or newspaper that was read to them.
p   after listening to a presentation on fire safety, demonstrate how they would leave their home during a fire or get help.
 
 
 
 
 
 
 

Alternate Level

·   express opinions about events, books, issues, and experiences.
·   present arguments for certain views or actions.

p   communicate the reasons why they want to go on a certain class trip.
p   communicate why they liked going to a specific rrestaurant as compared to another.
p   in collaboration with their job coaches/ teachers, analyze the quality of their work at the completion of a work assignment.

Alternate Level    

Listening and Reading     

·   attentively and recognize when it is appropriate for them to speak/respond.
·   take turns speaking and responding to others' ideas in conversations on familiar topics.
·   recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions and one-on-one conversation skills.

Students:

·   exchange friendly pictures, notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions.

This is evident, for example, when students:
p   take part in group discussions.
p   participate in group discussions during "circle time.
p   greet visitors to their school or classroom and

p   bring messages to the principal's office or to

p   use the telephone to talk to a relative or classmate.
p   Maintain eye contact when speaking to another

person.
p   use appropriate body language for conversation

p   use a communication device to greet a classmate or

p   use the computer to send an e-mail message to a

p   use appropriate conversation skills.

Health, Physical Education, and Family and Consumer Sciences

Students:

·   demonstrate basic knowledge and skills which support positive health choices and behaviors.
·   make good food selections and participate in exercise and recreation as part of growth and development.
·   develop personal care skills, which affect health choices and behaviors.
·   demonstrate the use of interpersonal communication skills regarding health-related issues.
·   practice making healthy choices.

Students:

·   participate in physical activities that develop physical fitness skills.
·   demonstrate fundamental motor, non-locomotor, and manipulative skills.
·   understand the effects of activity on the body and the risks associated with inactivity.
·   understand the relationship between physical activity and individual well being.

p   are aware of the necessity for the administration of medication and how it benefits them as individuals (if appropriate).
p   are aware of safe and unsafe drugs.
p   develop the ability to independently take care of personal care needs such as shaving and hair care.
p   communicate their wants and needs related to food choices.
p   demonstrate knowledge of good food selections.
p   develop exercise and physical skills and behaviors for life long recreational purposes/enjoyment such as bike riding, bowling, swimming and community integration experiences.
p   demonstrate independence in activities of daily living such as toileting, showering, toothbrushing.
p   communicate about health needs such as illnesses and injuries to appropriate caretakers.
p   participate in activities to develop recreation and leisure skills.

p   demonstrate health practices such as washing hands before meals and covering one's mouth when coughing or sneezing.
p   recognize and label feelings such as sadness, anger
p   demonstrate basic motor skills (creep, roll, run, climb, hop), manipulative skills (throw, catch, strike), and non-locomotor skills (balance, stand, kneel).

p   adjust performance of skill as a result of monitoring or assessing previous performance (e.g., moves closer to target or throws at altered angle of release following toss that falls short).

p   do additional push-ups each day to improve upper body strength, stretches to improve flexibility, and running/walking to develop cardiorespiratory fitness.

p   engage in physical activity each day.
p   perform appropriate warm-up and cool-down exercises before and after vigorous activity to avoid muscle injury.
p   set a personal physical activity goal and track progress toward its achievement (e.g., going from three sit-ups to five sit-ups a day).
p   participate in activities to promote mobility, strength, stability, balance and equilibrium.
p   participate in team sports such as basketball, soccer or baseball.

 

·   make simple nutritious food choices and assist with
·   basic food preparation.
·   use simple household tools safely to perform a

·   demonstrate appropriate eating skills.
·   assist with basic food preparation.

p   assist in preparing simple snacks, handling food

p   wash hands before and after handling food.
p   use age-appropriate technology such as microwave

p   eat appropriate portions of food.
p   select meals and snacks that include a nutritious

p   display appropriate table manners.
p   wash dishes or load dishwasher.
p   plan a menu and shopping list and shop for items.

·   behave according to the rules of the home, school

·   understand basic safety rules.
·   demonstrate the appropriate use of potentially

·   demonstrate personal and social skills which

·   communicate social/emotional needs or feelings to others.
·   demonstrate caring and respect for themselves and  others.

p   develop independent mobility skills for safe navigation within the school building and within the community such as street crossing skills. · demonstrate that they are not to go with strangers.

p   demonstrate the appropriate use and methods of carrying and storing sharp pencils, scissors, silverware, etc.
p   demonstrate safety precautions in a variety of settings such as pool safety, traffic safety, kitchen safety, etc.
p   respond to environmental cues for prompt and safe evacuation during fire drills or other emergencies.

p   communicate to an authority figure when they are

p   communicate their feelings of happiness, sadness, fear, anger, etc. to the person making them feel that way.
p   communicate and take pride in personal

capabilities.
p   demonstrate knowledge of their body parts and

p   do not touch others without their approval or allow

p   concentrate on school work ignoring the negative

p   demonstrate care for their own and respect others'

p   adapt to changes in routine or the environment.
p   share classroom materials or personal belongings.
p   recognize safety signs.

·   contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities.

·   learn and practice appropriate participation and spectator behaviors to produce a safe and positive environment.
·   work constructively with others to accomplish a

 variety of tasks.
·   demonstrate how injuries from physical activity can

·   demonstrate care, consideration, and respect of self
 and others during physical activity.

This is evident, for example, when students:
p   handle equipment safely.
p   wear proper attire and protective gear as necessary.
p   demonstrate appropriate skill in fundamental movement tasks (e.g., lifting, carrying, climbing).

p   create a dance with a partner that combines movement to music.
p   demonstrate self-control and the ability to cope with success and failure.

p   take their turn in playing (e.g. waiting for their turn in playing a game).
p   follow directions to perform activities safely.
p   accept teammates regardless of ability and treat opponents with respect and courtesy.
p   demonstrate responsible personal and social behavior while engaged in physical activities.

Students:

·   demonstrate the use of various health care/health promoting products appropriately.
·   demonstrate how to access help when illness, injury or emergency situations occur.

p   demonstrate the use of health care products such as personal care products, basic first aid equipment, and/or generic medications such as aspirin or vitamins.
p   demonstrate how to use "911' or similar

emergency services.
p   recognize when a situation merits adult

Students:

p   identify and participate in community facilities for recreational activities, such as parks, swimming pools, and skating rinks.
p   identify and participate in community programs, such as YMCA/YWCA, Boys/Girls Clubs, Sport Camps, and Youth Sports Leagues.

 

·   use mathematics and symbolism to communicate in mathematics.
·   compare and describe quantities.
·   demonstrate knowledge of mathematical
relationships.
·   relate mathematics to their immediate
environment.

p   draw 5 apples and 5 oranges and compare the quantitative similarity.
p   set the table by counting out sets of 5 dishes,

p   identify symbols associated with money.
p   express verbally, through gestures or with pictures or objects the concept of more.
p   name and identify 3 basic geometric shapes (circle, square, triangle).

·   learn to ask "why" questions to seek greater
understanding concerning objects and events they have observed and heard about.

p   blow bubbles into the wind using a wand. With teacher assistance, talk about why the bubbles drift in certain directions.
p   observe a variety of objects that sink or float when placed in a container of water and with teacher assistance, discuss why the objects float or sink.
p   observe a helium balloon floating compared to an air-filled balloon which does not float. With teacher assistance, discuss why one balloon floated and the other did not.