Resources

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Integrating Alternative Means of Expression as Assessment Options in Units and Lessons: Guidance for Educators

The document provides guidance for educators on integrating alternative means of expression into assessments for students with disabilities, emphasizing the importance of collaboration between general and special education teachers. It outlines a framework for understanding course requirements, identifying appropriate assessment methods, and ensuring that students can demonstrate their learning effectively while maintaining academic rigor. The ultimate goal is to create inclusive assessments that support equitable access to a standard high school diploma for all students, particularly those with unique learning needs.

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Documenting Alternative Means of Expression in the IEP: A Resource for Students, Their Families, and Their IEP Teams

The document outlines the importance of documenting alternative means of expression in Individualized Education Programs (IEPs) for students with disabilities, emphasizing their right to demonstrate proficiency in coursework required for earning a diploma. It provides guidance on how IEP teams can identify and implement various assessment methods tailored to each student’s strengths and needs, ensuring collaboration among team members, including families and educators. Ultimately, the resource aims to empower students by promoting inclusive educational practices that accommodate diverse learning styles and support successful outcomes.

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Demonstrate Proficient Movement Skills: PT Student Materials

This document gives the companion student materials to the performance task fully described in the teacher guide. Please refer to the teacher guide linked as the option performance task for expanded details on appropriate and inappropriate supports for this task, as well as a list of potential alternate means of expression students could use when completing task items.

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Demonstrate Proficient Movement Skills: PT Teacher Guide

This performance task evaluates students’ understanding of key concepts within the Demonstrate Proficient Movement Skills Big Idea. It is divided into parts, each targeting a specific component of the Big Idea(s). Each part offers accessible strategies and examples of how students can demonstrate proficiency with the concepts. Various tools, mediums, and connections are provided for teachers to customize the task to the unique needs, cultures, interests, and abilities of their students, promoting an inclusive and relevant educational experience.

When preparing this performance task, distinguish between the flexible and fixed elements to ensure students have multiple ways to demonstrate their knowledge without compromising the concepts’ depth and the rigor within the standards. Furthermore, educators should always consult the student’s Individualized Education Program (IEP) to ensure that all required accommodations and supplementary aids are provided during the assessment.

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Practice Brief: Assessing Movement Skills and Movement Knowledge

The document outlines effective assessment strategies for physical education that accommodate students with disabilities, emphasizing the importance of aligning instruction and assessment with established standards while providing alternative means of expression. It highlights the need for flexible assessment methods that consider individual student capabilities and the use of adaptive devices to ensure all students can demonstrate their movement skills and knowledge proficiently.

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Practice Brief: Unpacking Course Requirements for Physical Education

The document outlines the requirements and goals for high school physical education, emphasizing the importance of providing equitable access to quality experiences for all students, including those with disabilities. It highlights the need for proficiency in eight mandated content areas and the use of alternative means of expression to ensure that every student can meet graduation requirements while developing lifelong skills in physical activity.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Collaborative Discourse, Rhetorical Literary Analysis: PT Teacher Guide

This performance task evaluates students’ understanding of key concepts within the Collaborative Discourse and Rhetorical Literary Analysis Big Ideas. It is divided into parts, each targeting a specific component of the Big Idea(s). Each part offers accessible strategies and examples of how students can demonstrate proficiency with the concepts. Various tools, mediums, and connections are provided for teachers to customize the task to the unique needs, cultures, interests, and abilities of their students, promoting an inclusive and relevant educational experience.

When preparing this performance task, distinguish between the flexible and fixed elements to ensure students have multiple ways to demonstrate their knowledge without compromising the concepts’ depth and the rigor within the standards. Furthermore, educators should always consult the student’s Individualized Education Program (IEP) to ensure that all required accommodations and supplementary aids are provided during the assessment.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Collaborative Discourse, Rhetorical Literary Analysis: PT Student Materials

This document gives the companion student materials to the performance task fully described in the teacher guide. Please refer to the teacher guide linked as the option performance task for expanded details on appropriate and inappropriate supports for this task, as well as a list of potential alternate means of expression students could use when completing task items.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Analyzing and Writing Arguments, Research Across Texts, Informative Oral Presentations: PT Teacher Guide

This performance task evaluates students’ understanding of key concepts within the Analyzing and Writing Arguments, Research Across Texts, and Informative Oral Presentations Big Ideas. It is divided into parts, each targeting a specific component of the Big Idea(s). Each part offers accessible strategies and examples of how students can demonstrate proficiency with the concepts. Various tools, mediums, and connections are provided for teachers to customize the task to the unique needs, cultures, interests, and abilities of their students, promoting an inclusive and relevant educational experience.

When preparing this performance task, distinguish between the flexible and fixed elements to ensure students have multiple ways to demonstrate their knowledge without compromising the concepts’ depth and the rigor within the standards. Furthermore, educators should always consult the student’s Individualized Education Program (IEP) to ensure that all required accommodations and supplementary aids are provided during the assessment.