Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings

Specially Designed and Modified Curriculum (Access Points)

Section I: Classroom Culture and Environment
Classroom Management:
a) Classroom schedules are posted, followed, activities are organized, transitions between activities are smooth, and instruction is bell-to-bell.
b) Room arrangement has clearly defined physical and visual boundaries for specific activities.
c) Classroom rules are posted according to student need for size, symbolic representation, language, and location.
d) Inter-staff communication is respectful of students and limited in content to classroom issues and instruction. Confidentiality of students is
preserved.
e) Classroom setup allows for supervision of students at all times.
f) Students are supported during transitions through instruction in procedures, visual supports, prompting, and consistency.
g) Students displaying behavioral difficulties have an individualized behavior plan or have been referred for an FBA. Social Skill Instruction is
planned and supported by staff.
h) Behavior plans are followed by all staff members in all school areas with fidelity and consistency.
i) Any restrictive procedures or equipment has been approved and monitored by a behavior analyst, clear documentation must be evident.
j) Daily communication with parents is informative, positive and non-judgmental.
k) An individual classroom schedule is posted at student level, is visible and appropriate for students, and is used consistently throughout the
day.
l) Interaction with students should be clear, instructive, and positive.
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 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section I: Classroom Culture and Environment Continued
Classroom Environment:
a) Classrooms are inviting to students and include age appropriate décor and materials.
b) Classrooms utilize a learning goal that is appropriate for student needs and supports Marzano principles: What am I learning?
How am I learning it? (Activity), How will my learning be measured? (scale/rubric).
c) Areas and materials are labeled to promote student independence.
d) Areas are clearly labeled (computers, literacy, life skills, math, etc.) and provide sufficient room for: Adaptive equipment, small group
instruction, 1:1 instruction, learning stations for independent practice, and teacher/paraprofessional workspace.
e) Area for student's belongings labeled and allows for independence (materials within view and reach).
f) Furniture is stable and appropriate to students' needs including positioning for instruction (head and trunk support, etc.).
g) Unused materials are organized and stored out of student reach, classroom is free of clutter

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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section I: Classroom Culture and Environment Continued
Student Engagement:
a) Teachers employ a variety of learning strategies that engage students in active participation, address multiple learning styles and cultural
experiences, and stimulate students' intellectual interest.
b) Units of study are introduced with a hook to engage students in connections relevant to students' interests, culture, age, gender, etc.
c) Students are actively engaged in activities that include the use of appropriate content materials and technologies during each part of the school
day.
d) Teachers make adjustments in instructions (ex. pace, modality, questioning, etc.) for all students in the classroom based on student
engagement throughout a lesson.
e) Students are provided with clear expectations and positive reinforcement during each part of the school day.
f) Visual supports are used to enhance predictability, facilitate transitions, and to help convey expectations.
g) Use of AAC systems is encouraged in all situations, and students have access to their communication systems at all times.
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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section II: Instructional Delivery
Effective Instructional Delivery: Tools and Materials
a) Content materials are available in a variety of formats, are research-based, and are aligned with the Florida Standards Access Points for ELA
and Math and NGSSS Access Points for Science and Social Studies.
b) Adequate content materials and technologies that support student learning are neatly organized, readily available for use, and easily accessible.
c) Culturally and developmentally appropriate materials are utilized to support student learning.
d) Materials relate to students' lives and highlight ways learning can be applied in real life situations.
e) Technology Access: Teachers have access to projection devices, internet, and multiple student computers.
f) All instructional staff members are provided with training on the use of necessary instructional tools and materials.
g) School and/or District provided, research based instructional materials are present and actively used (unless a data supports that an individual
student needs to access the curriculum in a different manner, alternatives must be research based and on the district approved list)
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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section II: Instructional Delivery Continued
Effective Instructional Delivery: Lesson Planning
a) The re-teaching of previously taught materials is seamlessly integrated and students are provided opportunities to apply prior knowledge to
know content in real world contexts.
b) Individual workstations are prepared ahead of time and documented lesson plans.
c) Materials in workstations focus on student practice of skills previously taught, vary from day to day to ensure student interest, and are age
appropriate, as well as, documented in lesson plans and based on Florida Standards Access Points for ELA and Math and NGSSS Access Points
for Science and Social Studies and student IEP goals.
d) Workstations are set up so that students can easily tell how much work, what the work is, when the work will be finished, and what's next.
e) Teachers share lesson ideas and evaluate the effectiveness of lesson planning and delivery through common planning time, the Lesson Study
Process, and Professional Learning Communities (PLCs).
f) A staff schedule showing staff and student assignments, locations, and activities is created and followed, and all classroom staff (including
paraprofessionals) actively involved with student learning throughout the day (lunch, recess, CBI).
g) Instructional delivery includes a variety of learning formats including 1:1 instruction, small group, independent work, social interaction,
functional skill instruction, and instruction in leisure activities. Students rarely receive instruction from the teacher in a large group format.
h) Instruction is designed to meet the unique needs of students, and is grounded in research-based practices that promote independence.
i) Skills are integrated throughout the day and encourage generalization.
j) Opportunities for meaningful and relevant inclusion with non-disabled peers are provided and documented in lesson plans.
k) Staff creates many opportunities for spontaneous use of communication skills, and foster communication through a variety of instructional
approaches.

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 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section II: Instructional Delivery Continued
Rigorous Tasks and Assessment
h) Ongoing use of FAA practice materials is evident on a weekly basis.
i) Teachers use formative assessments to monitor students' mastery of skills and strategies and to pace students' learning.
j) Teachers use summative assessments to monitor students' retention and reinforcement of skills and strategies following instruction.
k) Teachers maintain accurate, complete and updated documentation of student data for all assessments, as well as, observational and anecdotal
records in the course of monitoring students' development.
l) Teachers employ performance-based assessments that require students to demonstrate skills and competencies that realistically represent
problems and situations likely to be encountered in daily life.
m) Teachers use a set of criteria (rubric) to progress monitor learning gains in content areas.
n) Ongoing data collection and progress monitoring of Florida Standards Access Points for ELA and Math and NGSSS Access Points for Science and
Social Studies and IEP Goals is evident.
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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section II: Instructional Delivery Continued
Differentiated Instruction
a) Student performance and assessment data is analyzed and used as a basis for providing specific levels of differentiated instruction or targeted
interventions for individual students.
b) Teachers meet with administration and/or instructional coaches to redirect the instructional focus and ensure that interventions and strategies
are implemented to provide remediation for deficient students and enrichment for proficient students.
c) Based on individual student needs, students are actively engaged in varied small group activities that reinforce or enhance skills on previously
taught content.
d) Anchor activities such as learning centers and research-based computer programs are used to reinforce the standards and or to extend
learning.
e) Visual supports are created at the correct level of symbolic representation for all students and are utilized and integrated into all parts of the
school day (bell to bell) to support instruction in the content, communication and behavior.

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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section III: Content Area Literacy
a) Teachers use content vocabulary during classroom discussions and activities.
b) Teachers incorporate vocabulary acquisition strategies into their lessons before, during, and after reading content materials (i.e. Interactive
Word Wall activities).
c) To comprehend content area reading materials, teachers provide students with explicit vocabulary instruction to determine the meanings of
general, specialized, and technical content-related words and concepts.
d) Teachers use adequate "wait time" between asking questions and eliciting student responses.
e) Instructional cues are delivered clearly, prompt hierarchy is provided and at the appropriate symbolic level.
f) Reinforcement is provided for correct responses, delivery of error correction is clear and instructive.
g) Students use their preferred mode of communication to show understanding of content during instruction and assessment.
h) Communication directed to students is clear and relevant, appropriate to language ability, and presents opportunities for dialogue; including
the use of AAC (Augmentative Alternative Communication) devices.
i) Teachers use non-fiction reading materials that support student learning and ensure materials are readily available and easily accessible by all
students.
j) Students are given multiple opportunities to express themselves through their preferred mode of communication (I.E. choice making).
k) Teachers provide practice for open response writing activities to prepare students for the writing portion of the FAA.
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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)
Section IV: Florida’s Continuous Improvement Model (FCIM) and Multi-Tiered System of Student Supports (MTSSS)
Data Analysis and Progress Monitoring (the following was originally developed for students learning general education standards and has been
modified for students on Access Points:
a) Teachers use data in reading, mathematics, and science to focus instruction utilizing the FAA Student Reports.
b) Classroom data is analyzed during PLCs and used to provide remediation and enrichment opportunities.
c) Teachers analyze data from ongoing assessments (e.g., baseline, monthly, instructional materials, PMAPP) to determine student levels of
deficiency and proficiency in all content areas.
d) Data chats occur regularly between district personnel-to-principal, principal-to-teacher, and teacher-to-student.
e) Problem Solving/MTSSS is seamlessly integrated within the school culture to provide ongoing progress toward functionality of the school.
f) Student data notebooks are maintained and used as an ongoing measure of student progress and may include student work, reports,
reflections, and self-assessments.
g) Scoring Rubrics are generated, utilized, and shared with students to establish detailed expectations on lessons, assignments and projects.
h) Teachers maintain accurate, complete, and updated documentation, (e.g., data notebooks), of student data for all assessments as well as
observational and anecdotal records, to monitor student progress.
i) Teachers have real-time access to student achievement data in order to implement instructional changes.
j) Frequent informal and formal assessments are used and data is collected to monitor individual student progress, and/or student mastery of the
Florida Standards Access Points for ELA and Math and NGSSS Access Points for Science and Social Studies, to make instructional decisions.
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OCPS Revision 10/17/14

 Essential Elements Serving Students with a Significant Cognitive Disability in Structured Settings
Specially Designed and Modified Curriculum (Access Points)

Section V: School and District Leadership

a) School and district leadership teams are visible in the classroom and serve as instructional leaders by offering and coordinating professional
development to address instructional needs/concerns through data analysis and instructional walkthroughs.
b) School and district leadership allocates resources, provides the organizational infrastructure and removes barriers in order to sustain continuous
school improvement.
c) School's master schedule shows opportunity for common planning periods amongst instructional staff to promote Lesson Study, PLC's, and data
chats.
d) School Leadership participates in activities related to progress monitoring for students on Access Points. Data from PMAPP, FAA and IEP goals
is analyzed in order to affect instructional decisions.

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References: Florida Department of Education: Instructional Review for Differentiated Accountability; Essential Elements Guide for Students with Significant Disabilities: Revised March 2007; and Observation
Instrument for Autism Classrooms by CARD

OCPS Revision 10/17/14