Appendix: Implementing District Standards20
Essence statements are crucial for ensuring that students with significant cognitive disabilities receive appropriate instruction and assessment that reflect their learning needs while aligning with state standards.
This unit will address the following Texas Education agency (TEA) STAAR ALT 2 Essence Statements for cross curricular learning for Special Education:
English Language and Reading Knowledge and Skills Statement Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. (Reporting Category 1, Strand 1)
Composition – writing process and genres: The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. (Reporting Category 2, Strand 6)
History: The student will demonstrate an understanding of issues and events in U.S. history. Knowledge and Skills Statement United States History and Culture. The student understands the political, economic, and social changes in the United States from 1877 to 1898. (Reporting Category 1)
Math: Geometry and Measurement - The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. Data Analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. (Reporting Category 3)
Science: Human Impact on Environments - The student knows how humans impact environmental systems through emissions and pollutants. (Environmental Systems – E.10)
Transition planning: Ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. The student will research famous people born in Hearne and research STEM careers to design a transition map for their future employment for post-secondary living. [34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)].
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