Course Standards
| Name | Description |
| SP.PK12.US.1.5: | Use effective test-taking skills and strategies, such as previewing, allocating time, outlining response to essays and short and extended responses, and reviewing answers. |
| SP.PK12.US.1.6: | Select and apply effective problem-solving skills and strategies to solve personal, academic, and community-based problems. |
| SP.PK12.US.1.1a: | Apply fundamental skills and strategies (associating objects, pictures, and symbols with words and concepts, recognizing and decoding words, and paraphrasing and summarizing text) to recall and understand information from visual, print, and/or digital text or audio presentations for real-world application, such as completing assignments in school, listening to stories, and following instructions. |
| SP.PK12.US.1.2a: | Use fundamental skills and strategies (dramatization, mental pictures, mnemonics, and links to prior knowledge) to connect information with cues to increase recall and comprehension. |
| SP.PK12.US.1.3a: | Apply fundamental skills and strategies in written communication, such as identifying and using personal information, making basic lists and completing forms, and forming simple and complex sentences. |
| SP.PK12.US.1.3b: | Apply fundamental skills and strategies in written communication, such as using personal information, making lists and completing forms, forming sentences and organizing ideas into paragraphs, letters, or stories. |
| SP.PK12.US.1.3c: | Apply skills and strategies in written communication, including setting a purpose for writing, creating complete simple and complex sentences, and organizing information into different types of paragraphs and essays. |
| SP.PK12.US.1.4a: | Develop mathematical skills and/or computational fluency for everyday living, such as money skills, estimation skills, time and measurement skills, and comprehension of graphs, tables, schedules, and charts. |
| SP.PK12.US.2.3: | Use effective test-taking skills and strategies, such as previewing, planning a response to open-ended questions, and reviewing answers. |
| SP.PK12.US.2.1a: | Use effective task completion strategies, such as following directions, staying on task, and monitoring accuracy. |
| SP.PK12.US.2.2a: | Use effective time management, and organization skills, including using a visual schedule or calendar and locating and sorting information. |
| SP.PK12.US.3.5: | Use instructional and assistive technology to locate and access information, participate in computer-based instruction or testing, solve mathematical problems, create documents or images, and communicate with others. |
| SP.PK12.US.3.1a: | Apply skills and strategies to solve personal and school problems. |
| SP.PK12.US.3.2a: | Use appropriate social skills and strategies to interact with peers and adults across settings, such as cooperative learning, participating in small and large groups, accepting feedback, and resolving conflicts. |
| SP.PK12.US.4.3: | Demonstrate understanding and recall of information presented orally for specific purposes, such as identifying the main idea, drawing conclusions, and forming opinions. |
| SP.PK12.US.4.4: | Demonstrate understanding of information presented orally by using listening skills, including paying attention to cues, linking to prior knowledge, and considering speaker’s perspective and nonverbal messages. |
| SP.PK12.US.5.1: | Use speech that can be understood by adults and peers. |
| SP.PK12.US.5.2: | Communicate messages and ideas clearly and effectively in a variety of situations. |
| SP.PK12.US.5.3: | Answer different types of questions, such as yes/no, open ended, and “wh” questions. |
| SP.PK12.US.5.4: | Express ideas in complete sentences using correct parts of speech. |
| SP.PK12.US.5.5: | Retell and summarize a story or event. |
| SP.PK12.US.5.6: | Effectively use nonverbal language, such as proximity, eye contact, gestures, and posture. |
| SP.PK12.US.5.7: | Clarify and explain words and ideas. |
| SP.PK12.US.5.8: | Participate effectively in small and large group discussions. |
| SP.PK12.US.5.9: | Recognize and repair communication breakdowns. |
| SP.PK12.US.6.1: | Use language for a variety of purposes, including greeting, informing, demanding, promising, and requesting. |
| SP.PK12.US.6.2: | Use language based on the needs of the situation or listener, such as talking differently to peers and adults, providing background information, and adjusting voice and volume according to setting demands. |
| SP.PK12.US.6.3: | Initiate and participate in conversations with adults and peers. |
| SP.PK12.US.7.1: | Use technology and assistive devices as needed to communicate or enhance messages in a meaningful and functional manner. |
| SP.PK12.US.7.2: | Use own communication system, such as alternative/augmentative communication, assistive device, or sign language, to communicate and acquire information. |
| SP.PK12.US.7.3: | Identify and use basic maintenance procedures needed by own communication system. |
| SP.PK12.US.7.4: | Identify needs and request assistance with own communication system. |
| SP.PK12.US.8.1: | Carry out personal care and hygiene routines, such as keeping clean, grooming and toileting. |
| SP.PK12.US.8.2: | Manage own clothing, such as dressing and selecting clothing items. |
| SP.PK12.US.8.3: | Perform positive health practices, including preventative health care and fitness. |
| SP.PK12.US.8.4: | Communicate need for medical assistance, such as indicating an illness or injury. |
| SP.PK12.US.8.5: | Identify and perform approved medical procedures, as appropriate, such as using an inhaler. |
| SP.PK12.US.8.6: | Demonstrate skills required for eating, such as using common utensils and opening packages. |
| SP.PK12.US.8.7: | Select food based on available options, preference, and nutritional value. |
| SP.PK12.US.8.8: | Follow safety procedures and routines for preparing food. |
| SP.PK12.US.8.9: | Use knowledge and skills to maintain and enhance personal safety, such as handling dangerous situations and emergencies, and preventing abuse. |
| SP.PK12.US.8.11a: | Apply skills of self-advocacy and self-determination in a variety of situations, such as communicating wants and needs. |
| SP.PK12.US.9.1: | Participate in individual and group recreation/leisure activities. |
| SP.PK12.US.9.4: | Apply acceptable eating and social skills when dining in a variety of establishments or settings. |
| SP.PK12.US.9.6: | Demonstrate how to use technological tools to access services and commodities in the community. |
| SP.PK12.US.9.2a: | Select and engage in volunteer activities in school or community, such as recycling, litter patrol, or collecting money for a charity. |
| SP.PK12.US.9.3a: | Use specific knowledge and skills when completing activities involving managing money, such as shopping and purchasing. |
| SP.PK12.US.9.5a: | Identify and follow rules when using transportation in the community. |
| SP.PK12.US.10.3: | Use organizational strategies related to planning, scheduling, time management, self-monitoring, and managing materials. |
| SP.PK12.US.10.1a: | Complete routines and tasks according to instructions and expectations. |
| SP.PK12.US.10.2a: | Sequence two or more tasks to complete activities. |
| SP.PK12.US.11.1: | Use tools and/or assistive technology to complete daily routines and tasks. |
| SP.PK12.US.11.2: | Follow rules and procedures across a variety of settings. |
| SP.PK12.US.11.3: | Use materials for their intended purposes. |
| SP.PK12.US.11.4: | Demonstrate the ability to adjust to new routines and changes in tasks, settings, and locations. |
| SP.PK12.US.12.1: | Identify personal body parts and analyze location relative to self and the environment. |
| SP.PK12.US.12.2: | Perform basic locomotor and nonlocomotor movements, such as those needed to mobilize and/or hold and control mobility tools. |
| SP.PK12.US.12.3: | Use sighted guide techniques, trailing, and protective techniques as appropriate for setting and student’s developmental level. |
| SP.PK12.US.13.1: | Recognize and locate geometric shapes in varying formats and settings, such as recognizing an octagon and placing it within the environment (stop sign). |
| SP.PK12.US.13.2: | Distinguish between permanent and transitory items in the environment. |
| SP.PK12.US.13.3: | Identify common auditory environmental stimuli and locations, such as the sound of a water fountain in the hallway and traffic sounds in the roads. |
| SP.PK12.US.13.4: | Identify olfactory environmental information and cues, such as scents of food (restaurant), gasoline (gas station), and animals (pet store). |
| SP.PK12.US.13.5: | Use environmental orienting techniques, such as using landmarks and tactual markers, for familiarizing areas in urban and rural settings. |
| SP.PK12.US.14.1: | Use personal orienting techniques, such as squaring off, parallel alignment, and locating dropped objects. |
| SP.PK12.US.15.1: | Perform independent travel skills using landmarks and cues. |
| SP.PK12.US.15.2: | Use mobility tools, such as a pre-cane, cane, low-vision device, or electronic device, to travel independently. |
| SP.PK12.US.15.3: | Use environment-specific skills, such as crossing streets, riding in escalators and elevators, and adapting to variations in lighting. |
| SP.PK12.US.16.1: | Use spatial awareness skills and cardinal directions to orient oneself in the environment. |
| SP.PK12.US.17.1: | Plan and implement safe decision making when traveling in familiar and unfamiliar environments. |
| SP.PK12.US.18.1: | Respond appropriately to offers of assistance when traveling. |
| SP.PK12.US.18.2: | Solicit necessary assistance when traveling. |
| SP.PK12.US.18.3: | Use nontraditional devices and adaptive mobility devices, such as wheelchair, walkers, or support canes, as required by the situation. |
| SP.PK12.US.18.4: | Plan, use, and manage private, public, and para-transit transportation for safe and efficient travel. |
| SP.PK12.US.19.3: | Express a range of personal emotions and feelings in a socially acceptable manner. |
| SP.PK12.US.19.4: | Demonstrate acceptable ways to express strong personal feelings, such as excitement, joy, frustration, fear, and anger. |
| SP.PK12.US.19.6: | Self-advocate for personal needs in a socially appropriate manner. |
| SP.PK12.US.19.1a: | Identify personal emotions and feelings. |
| SP.PK12.US.19.2a: | Identify personal strengths and areas of need. |
| SP.PK12.US.19.5a: | Use a systematic approach for making decisions about personal needs, including identifying need, choosing the best option, and accepting consequences. |
| SP.PK12.US.19.7a: | Demonstrate self-esteem, self-confidence and pride, such as through self-affirmations and persistence. |
| SP.PK12.US.20.1: | Identify a range of emotions and feelings of others. |
| SP.PK12.US.20.2: | Respond in a socially appropriate manner to emotions and feelings of others. |
| SP.PK12.US.20.3: | Identify and maintain behaviors that build positive relationships with peers and adults, including friendships, family relations, and cooperating with peers. |
| SP.PK12.US.20.4: | Use basic social communication skills to build positive relationships with peers and adults, such as eye contact, facial expressions, gestures, posture, proximity, touch, appearance, and listening. |
| SP.PK12.US.20.5: | Maintain positive relationships with peers and adults using basic social skills, such as greetings, turn-taking, sharing materials, and giving and accepting assistance. |
| SP.PK12.US.20.6: | Work cooperatively in small groups to achieve common outcomes. |
| SP.PK12.US.20.7a: | Use conflict resolution strategies to resolve differences, such as communicate and negotiate. |
| SP.PK12.US.21.1: | Maintain appropriate behavior by following rules in classroom and school settings. |
| SP.PK12.US.21.3: | Use behaviors and social skills based on setting demands and rules when accessing and using resources in the school and community. |
| SP.PK12.US.21.4: | Use a systematic approach for problem solving and decision making to resolve problems in school, community, and work settings. |
| SP.PK12.US.21.5: | Use behaviors and skills, such as self-monitoring, accepting feedback, adjusting own actions, and self-reflection to maintain appropriate conduct in school, community, and employment settings. |
| SP.PK12.US.21.2a: | Use behaviors and skills, such as accepting feedback and adjusting own actions, to maintain appropriate conduct in the classroom and school. |
| SP.PK12.US.22.1: | Use appropriate social and interpersonal skills and strategies to interact with peers and adults for various purposes across settings. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
General Course Information and Notes
GENERAL NOTES
The purpose of this course is to enable students with disabilities to acquire and generalize skills they need to achieve annual goals based on assessed needs and the student’s individual educational plan (IEP). It is structured around the domains addressed on the IEP: Social and Emotional, Independent Functioning, Curriculum and Learning, and Communication.
A student may repeat this course. The particular course requirements that the student should master each year must be specified on an individual basis and relate to achievement of annual goals on the student’s IEP.
Delivery of this course is setting neutral (resource room, self-contained class, support facilitator, embedded instruction, elective course). Instructional activities involving practical applications of course requirements may occur in home, school, and community settings for the purpose of acquisition, practice, generalization, and maintenance of skills.
The course is designed to address a range of abilities within the population of students with disabilities. Course requirements may be added or modified based on assessed needs indicated in the student’s IEP.
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.
General Information
| Course Number: 7763010 |
Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Special Courses > |
| Abbreviated Title: U SKLS: PK-5 | |
Course Attributes:
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| Course Status: Course Approved | |
| Grade Level(s): K,1,2,3,4,5,PreK | |