Academic Communication Essential Standards©
Four Steps of Communication©/Ways to Make an Impression©
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1. Standard/Description |
2. Example/Rigor |
3. Prior Skills/Materials Needed |
4. Common Student Assessments |
5. When Taught?
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6. Enrichment
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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
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• 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 |