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Professional
Development
Professional
Development
Professional
Development
®
n2y
Professional
Development
®
n2y
Professional
Development
ESSENTIALS
COURSE ACTIVITY GUIDE
Overview of
Unique Learning System
2
Overview
This module provides you with an introduction to Unique
Learning System. In this overview, you learn about the tools
and resources available as part of your subscription.
Learning Objectives
After you’ve completed this module, you should be able to:
• List all the resources available with your Unique Learning System subscription
• Name materials that will help you address the objectives within your classroom
• State how Unique Learning System aligns to your state’s standards
• Define the three differentiated levels of support provided in the Unique Learning
System
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
• Standard I: Knowledge of Students
• Standard III: Diversity
• Standard V: Assessment
• Standard VIII: Curriculum and Instruction
• Standard X: Instructional Resources
ISTE Standards
• Citizen
• Facilitator
• Analyst
Standards for Professional Learning
(Learning Forward)
• Data
• Implementation
• Learning Communities
• Learning Designs
• Outcomes
• Resources
3
Follow-Along Guide
1. ULS aligns to your state’s extended ______________________ through instructional targets.
2. GPS stands for ______________, ______________________ and ______________.
3. The GPS collects data through common ____________________ to assist in identifying student,
classroom and program goals.
4. Observational ___________________ in the GPS provide information on a student's current levels of
performance and defines a suggested differentiation level for daily instruction.
5. Level ________: Students may independently read text and produce simple writing as well as
perform basic math processes, and can demonstrate comprehension.
6. Level ________: Students may require picture support and other direct support in learning and in
the demonstration of comprehension.
7. Level ________: Students require maximum support within instructional tasks. They may use pre-
symbolic communication and are not able to consistently make a distinctive choice. For these
students, increasing the level of participation is the main objective.
8. ________________________ _______________________ allow you to collect baseline data and then monitor
progress in targeted skills areas.
9. ___________________________ are monthly pre and post assessments to identify instructional goals as
well as monitor growth after monthly unit instruction.
10. _______________ Rubrics address transition readiness skill areas of employability, social strategies,
self-advocacy, daily living and communication.
11. ______________ Planning facilitates future planning for employability, daily living, community
access, personal life and life-long learning.
True or False
12. Transition Planning is only available to MS, HS and Transition Teachers. _______________
13. Unique Learning System provides access to the general education curriculum and is organized
into ______ grade bands.
14. Which criteria is used to select grade bands?
Developmental Level or
Chronological Age
15. Lessons are available _______ month in advance.
16. The middle school and high school grade bands have access to additional _______________ and
______________ __________________ lessons to align the pacing with general education classes.
17. Lessons plans outline a defined instruction routine with _______ levels of differentiation.
18. Lessons are available in two formats, as engaging ______________ (Interactive Documents) or as
printable ________________.
19. ______________________ view allows you to offer students a personalized learning experience. 20.
The n2y ____________________ has a searchable database containing over 1000 leveled books on a
variety of topics.
21. Core ___________________ address routine, daily instructional tasks that become the basis for
transition planning.
22. The ___________________ Passport is a comprehensive portfolio showcasing the student’s transition-
based work in the areas of Vocational, Personal life, Daily Living, and Community.
23. The Transition Passport is available to all grade bands. True or False ____________.
4
ACTION ITEM!
Self-Evaluation
I can explain the different resources available within Unique Learning System.
I can define the 3 differentiated levels of support.
I can identify the grade band that matches my students' chronological age.
I can describe the differences between an iDoc and a PDF in Unique Learning System.
5
Vocabulary
Checkpoint Assessments monthly pre- and post-tests assessing specific grade band skills;
data from these assessments can identify instructional goals and monitor growth after
monthly unit instruction; suggested administration: 2x a month
Benchmark Assessments
performance-based common assessments; allow you to
collect baseline data and then monitor progress in targeted skills areas including
reading, writing, math and emerging skills; suggested administration: 2-4x a year
Core Materials foundation for transition skill development in the context of routine,
classroom activities; available to all grade bands all year long
Core Rubrics address transition readiness skill areas of employability, social strategies,
self-advocacy, daily living and communication; suggested administration: 2-4x a year
(available to all grade bands)
Course contains a prescribed number of modules to provide detailed instruction to
support mastery of a larger topic.
GPS (Goals, Preferences and Skills) contains assessments and resources to
generate data; data used to effectively identify and monitor students' goals,
preferences and abilities in relation to the instructional practices within the Unique
Learning System curriculum framework
Differentiated Levels: (applies to both Unique Learning System and News-2-You)
Level 1: Students typically require maximum support within instructional tasks. For
these students, increasing the level of participation is the main objective.
(Participatory)
Level 2: Students require picture support and other direct support in learning and
the demonstration of skills. (Supported)
Level 3: Students typically are reading or have potential to learn to read text and
independently demonstrate comprehension of learned information within modified
content. (Independent)
6
Vocabulary
Grade Bands contain age-respectful, engaging materials for students with significant
disabilities and provides access to the general education curriculum;. aAll materials align to
general education and extended standards for core subjects in all 6 grade bands; Preschool
(students ages 3-5), Elementary (Grades K-2), Intermediate (Grades 3-5), Middle School
(Grades 6-8), High School (Grades 9-12), Transition (Students ages 18+)
Interactive Document (iDoc ) the online format that supports Unique Learning System®,
News-2-You® and SymbolStix PRIME®; accessible on many platforms; customizable and
supports a variety of skill levels and accessibility needs for students with disabilities
Individualized Education Program (IEP) an individualized document including present
levels of functioning, future goals, and services to be provided; at age 16, IEPs must contain
a statement of services needed for successful transition from high school to a student’s
post-secondary environment; each public school child who receives special education and
related services must have an IEP
Instructional Targets connects a state’s extended standards with relevant curriculum
content for students with significant disabilities
Lesson Plans provided within each lesson and include Instructional Targets aligned with
your state’s extended standards;, outline a defined instructional routine to support
instruction and incorporate three levels of differentiated task expectations to meet the
needs of each student
Module an organized collection of content presented together to address a specific
learning objective supporting the overall concepts from the course. Each module links to
specific teaching standards, learning objectives and opportunities for the learner to engage
with the content. An assessments of what is learned is included with each module.
Observational Profile provides information on a student's current levels of performance
and defines a suggested differentiation level for daily instruction; three profiles available
dependent on grade band: Preschool, K- 12 Student Learning and Transition Profiles. A
fourth optional profile, Self- Help Skills, provides a list of skill levels for students requiring
significant assistance in the areas of eating, dressing, toileting and grooming, and is
available to all students
n2y Library searchable database containing over 1,000 leveled books on a variety of topics
available as an iDoc offering text-to-speech capabilities, or as a printable PDF; each book
includes a communication board to aide in comprehension and communication
7
Vocab
ulary
Student View a secure area in the GPS displaying only the lessons you want the student to
see; customizing the accessibility settings in Student View encourages optimum student
engagement with an iDoc and creates a personalized learning experience
Transition Passport a comprehensive portfolio showcasing the student’s transition-based
work in the areas of Community, Daily Living, Personal life, and Vocational; provides tools
and reference materials to assist students in transitional tasks; available for Middle
School, High School and Transition grade bands
Transition Planning student-directed questions that identify current skills, preferences,
abilities and challenges in the areas of Vocational, Daily Living, Community, Personal Life
and Lifelong Learning; helps facilitate future planning in these areas found in the GPS;
available for Middle School, High School and Transition grade bands
Unique Learning System an online, standards-based set of lessons and materials
specifically designed for students with special needs to access the general curriculum
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Completed 24 April 2020

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