General Course Information and Notes
Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.
Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.
The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.
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 information, ideas and concepts for academic success in the content area of Language Arts. 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/la.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at email@example.com.
- Class Size Core Required
Original Student Tutorial
Learn to read analog and digital clocks to the nearest minute in this interactive tutorial.
Type: Original Student Tutorial
This interactive Java applet allows the user to practice finding elapsed time using analog or digital clocks. Using the "See" mode the user advances a clock from the beginning time to the ending time and the applet calculates the elapsed time. Using the "Guess" mode, the user must calculate the elapsed time between the given beginning and ending times. Three difficulty levels allow the user to practice with hour, five minute, or single minute increments. An optional scoring feature allows the user to keep track of number correct, though this feature is optional.
Type: Educational Game
Educational Software / Tool
Students can practice elapsed time on this easy-to-use online math game. It also comes with a printable recording sheet for tracking progress.
Type: Educational Software / Tool
In this Khan Academy video tutorial, explore how to solve an elapsed time word problem using a number line. Mom asks you to be home by 5:45. You know the number of minutes it takes to get home. What time do you leave?
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