SCOAP Program Curriculum

The collaborative curriculum is in alignment with the Massachusetts Curriculum Frameworks.

SCOAP Classroom Curriculum

Grades: 9-12+
MSEC follows and adheres to the Massachusetts Curriculum Frameworks for all students. The majority of students in the SCOAP program are accessing the Massachusetts Curriculum Frameworks through entry points. “Entry points are suggested academic outcomes that are aligned with each learning standard as written for a student in that grade. Entry points have been modified below grade level expectations, and list outcomes at progressively lower levels of complexity, difficulty, and sophistication” (Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities, Fall 2006, p. 6). The following is an outline of topics to be covered for students ages 14-22 in the SCOAP program at their individual skill level. Skills are taught using Direct Instruction, multi-sensory/hands on approach, small group and individual instruction. Monthly and weekly thematic units are often utilized to organize the presentation and teaching of the curriculum. The focus of the SCOAP curriculum is functional academics, vocational, life, social, communication and community skills.

Content Area: English Language Arts (ELA)*

Students will develop ELA skills (including receptive and expressive communication skills) through

Discussion
This may include: initiating/maintaining eye contact; following a set of directions; gaining the attention of others appropriately; waiting, listening, responding; asking a question; remaining on topic in a conversation; repetition of another’s ideas for understanding when receiving a directive or participating in a conversation; closing a conversation

Vocabulary Acquisition
This may included: learning sight words; following a set of directions; giving information about self; name recognition; identification of others; sorting and identifying by attributes; using attributes to describe objects or actions; making and stating/identifying a preference; matching words by meaning or definition; identifying objects or pictures by name- demonstrated through the use of sign language, gestures, speech generating device, written language and/or verbal language

Understanding the Structure and Origins of Modern English
This may include: identifying objects and/or actions by name using primary mode of communication; constructing a sentence using a noun, verb and adjective; using paired gestures, signs, objects, pictures, and/or words to make a statement, pose a question or respond to others concerning objects in the environment; identifying and using upper and lower case letters correctly; identifying and using punctuation marks correctly; giving basic information about a topic of interest (answering ‘wh’ questions); following simple directions related to spatial or temporal concepts (i.e. put object on top of, in front of, before, after); communicating effectively using a personal communication system based on pictures, symbols, voice or text (answering ‘wh’, yes/no questions)

Beginning Reading/Reading
This may include: identifying and naming letters; choosing the appropriate symbol, picture, and/or letter or word to indicate a preference or response to a question (including feelings, ideas or personal needs); identifying pictures or words found in the environment; reading words that identify a familiar person, place, object, action or event; matching oral words to printed words; using letter-sound matches to decode simple words

Understanding a Text (fiction and nonfiction)
This may include: indentifying critical details, facts, key events, and/or people involved in a story, poem or song; sequencing key events and identifying critical details (who, what, when, where); relating personal experience to a text; identifying favorite and least favorite parts of a story; identifying details in a story that appeal to the senses

Composition/Writing
This may include: selecting and matching pictures, drawings, symbols, or letters/words with actions and /or events from personal experience to retell a story in chronological sequence; use primary mode of communication to relate a personal experience, story or provide information; plan a story’s elements from a graphic organizer; sequencing objects, pictures, and/or drawings relating to a personal experience or a story; planning the content of and writing or dictating a letter (formal, informal); identifying on-topic and off-topic statements in oral and written situations; identifying materials needed for writing (pencil, name stamp, etc); writing simple strokes that form letters; writing own full name and date from a model or independently; writing legibly and using proper spaces between words; using the computer to generate a composition; using technological tools to revise and edit original writing

*Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities, Fall 2006, 10-136