STAR Autism Support Curricula Rubric
| Rubric Areas | Link |
|---|---|
Functional Reading Content AlignmentThe reading instructional scope and sequence is aligned to the Common Core State Standards. Areas of focus include receptive language and communication, vocabulary, foundational skills, reading literature and informational reading, writing, and listening and speaking. Instructional content follows a developmental sequence including preliteracy skills of attention, imitation, and motivation. Literacy skills are taught in a logical, developmental sequence and build on each other. As reading skills are mastered, these skills are taught and integrated into everyday school, home, and community routines. | |
Functional Math ContentThe math instructional scope and sequence is aligned to the Common Core State Standards. Areas of focus include counting and cardinality, operation and algebraic thinking, measurement, geometry, and fractions. Instructional content follows a developmental sequence including early math skills of attention, imitation, and motivation. Math skills are taught in a logical, developmental sequence and build on each other. As math skills are mastered, these skills are taught and integrated into everyday school, home, and community routines. | |
Evidence-based PracticesInstructional strategies are evidence-based and research validated. Strategies include pivotal response training, discrete trial training, visual supports, task-analysis, behavioral intervention strategies of reinforcement, prompting, shaping, fading, social skills package, alternative communication systems, modeling, self-management, peer intervention and parent training. | |
Developmental SequenceThe STAR Student Learning Profile is a curriculum-based assessment providing a developmental sequence of instructional content. A peer-reviewed study the Learning Profile found that it provides the user with appropriate instructional content and students engaged in the curriculum made significant progress on developmental skills. The Links Curriculum assessment and SOLS Secondary assessment are age-appropriate developmental assessments of skills. Used as a curriculum-based assessment they provide a developmental sequence of instructional content. | |
Student EngagementPivotal Response Training, Natural Language Instruction Discrete Trial Training, and Routine Instruction engage students in the instructional sessions and provide opportunities for student choice and motivation. | |
Multiple Ways for Students to Show KnowledgeAll lessons in STAR and Links are designed for the student use a variety of response methods (e.g. augmentative communication methods, gestures, verbal, physical responses). | |
Visual SupportsVisual supports, visual schedules, icons and real-life supports are provided. The first step of setting up a student’s program is to arrange the environment. This includes a visual schedule for the student and appropriate visual supports. The lesson plans use visuals and/or manipulatives to teach student skills. The functional routines include real-life supports to guide the student towards independence. Routine Teaching Units and Themes First provide instructional content using visual representations. | |
Options for Students and LearnersOptions For Students to Act Strategically: The STAR System and Links System are strength-based curricula. All curricular areas (receptive language, expressive language, communication, social, academic, and functional routines) are independent allowing the student to move through the curriculum based on student strengths. Each lesson identifies prerequisite skills and follow a scope and sequence for teaching foundational skills to increase success in all areas of learning. Options for Students to Express Themselves Fluently: The STAR System and Links System have a strong focus on communication. Communication is taught through the student’s mode of communication. For students who have not yet acquired spoken language, alternate modes of communication are used. Students use their communication skills during daily functional routines to increase fluency and independence. Learners Are Able to Respond Physically: Functional academics are embedded into functional routines so students are able to show academic skills in naturally occurring daily routines. | |
Formative AssessmentThe STAR System and Links System both include extensive formative assessment procedures. Formative assessment is conducted as part of every lesson and functional routine. The data is used to make instructional decisions as to the next steps of every lesson and routine. | |
Summative AssessmentThe STAR System and Links System both include comprehensive summative assessment systems. The STAR Student Learning Profile and the Links Assessment provide the user with the ability to collect baseline and periodic assessment data on the student’s progress. This assessment is also used to determine the specific lessons and routines to teach the student. | |
Data-driven InstructionThe STAR System and Links System incorporate a robust data-driven real-time assessment system. The STAR Student Learning Profile and Links Assessment is used to identify baseline and mastery of skills. Lesson data collection tools determine instructional steps as well as moving through the lesson phases. | |
Lesson MonitoringThe SOLS (STAR Online Learning System) includes a process to monitor student progress on-line and provide student progress data. The Links Curriculum is an on-line platform and includes a system to monitor on-going student progress as data is entered into the system. | |
IEP Goals and ObjectivesThe STAR System and Links System both include example IEP Goals and Objectives for each lesson and routine. | |
Access and EquitySAS is committed to the ongoing work of diversity, equity, and inclusion (DEI). SAS uses the Global Diversity, Equity & Inclusion Benchmarks (GDEIB) to assess our organizational goals and curriculum development. Learn more about SAS’s commitment to DEI values here. SAS continuously evaluates our curricula, materials, and resources to ensure diverse and inclusive representation. Our character library includes photos and illustrations that represent people from diverse backgrounds (i.e., race, disability, gender identity, family structure, and other identity dimensions), and our curriculum materials reference different ethnic and cultural populations. Our goal is to represent diversity as a strength and ensure that all students and educators can identify with our materials.SAS strives to make our content accessible to all instructors and learners by adding captions to videos, evaluating the fonts and color contrast in our materials, and using inclusive language. | |
TechnologySOLS provides synchronous remote instruction and teachers can respond/interact with students and caregivers using a unique remote platform. SOLS uses REELs (Remote Education for Exceptional Learners) to create a one-of-a-kind interactive lesson presentation and can be used on variety of devices including tablets, laptop, phones, and smartboards. REELs present monthly Themes First! units and Links Routine Teaching Units in a digital format that can be used for remote learning or to increase participation in the classroom. | |
Caregiver/Family CollaborationTo encourage collaboration between teachers and caregivers, STAR Autism Support provides FREE home supports to families that include visual supports, social scripts, and webinars. Home supports and resources to extend learning into the home and community include: Supporting Positive Behavior, Staying Safe and Healthy, Learning from Home, Building Social Skills, Family Routines and Activities. The Working Together Workshop series incudes twelve virtual or in-person sessions that provide caregivers with practical strategies and materials to use with their child. | |
InclusionInclusion is supported through information and resources available for general education teachers to support students in their classroom. Tools for baseline and progress monitoring for quality and quantity of inclusion opportunities. Inclusion supports for students include routine strategies, transition, lunch, social activities, group instruction, and independent work. |
