Early Stage 1: Kindergarten

Speech Pathology
Outcome Range of Practice Development Possible Neurodivergent
Code Full Outcome Content Area Area CUBED-3 Alignment Expectations (Age 5-6) Accommodations
ENE-OLC-01 Communicates Oral Language Expressive Language, NLM Listening: By age 5-6, children are Provide visual supports (e.g.,
effectively by using and Receptive Language, Assesses expressive expected to use visual schedules, social stories) to
interpersonal Communication Pragmatic Language oral language complex sentences, ask aid in understanding and following
conventions and through personal and answer questions, social conventions. Allow for
language with story generation. and engage in communication through
familiar peers and conversations with alternative methods if verbal
adults peers and adults. expression is challenging.
ENE- Understands and Vocabulary Expressive Language, NLM Reading: By age 5-6, children Use visual aids, real-life objects, or
VOCAB-01 effectively uses Tier Receptive Language Measures reading typically have an concrete examples to reinforce
1 words and Tier 2 fluency and expressive vocabulary of vocabulary understanding. Offer
words in familiar decoding errors with about 2,000-2,500 repetitive exposure to new words
contexts decodable text. words and can in various contexts.
understand and use
more complex language.
ENE- Identifies, blends, Phonological Phonological DDM Phonemic By age 5-6, children are Provide hands-on activities and
PHOAW-01 segments, and Awareness Awareness, Awareness: Assesses typically able to games to develop phonological
manipulates Phonological specific skills related segment and blend awareness. Break down tasks into
phonological units in Processing to or reflective of sounds, identify rhyming smaller steps and use visual aids
spoken words as a decoding. words, and recognize to support understanding.
strategy for reading initial and final sounds
and creating texts in words.
ENE-PRINT- Tracks written text Print Visual Perception Not directly assessed By age 5-6, children are Use color coding, highlighters, or
01 from left to right Conventions (related to reading) by CUBED-3. expected to show visual cues to emphasize the
and from top to awareness of print direction of reading. Provide
bottom of the page conventions, track print consistent visual cues for print
and identifies visual from left to right, and features.
and spatial features identify some letters.
of print
ENE- Uses single-letter Phonic Phonological DDM Decoding By age 5-6, children Incorporate multi-sensory
PHOKW-01 grapheme– Knowledge Processing Inventory: Assesses typically start using approaches to phonics instruction.
phoneme decoding skills with a letter-sound Use visual aids and hands-on
correspondences dynamic assessment correspondences to activities to reinforce letter-sound
 and common approach. read and write simple relationships.
digraphs to decode words.
and encode words
when reading and
creating texts
ENE-REFLU- Reads decodable Reading Fluency Reading Fluency NLM Reading: By age 5-6, children are Allow for repeated readings of the
01 texts aloud with Measures reading expected to read simple same text to build fluency. Use
automaticity fluency and texts with fluency and visual supports (e.g., finger
decoding errors with expression. tracking) to aid in tracking and
decodable text. expression.
ENE- Comprehends Reading Reading NLM Reading: By age 5-6, children Break down comprehension tasks
RECOM-01 independently read Comprehension Comprehension Measures reading should be able to into smaller steps. Use visual aids
texts using comprehension understand and retell and graphic organizers to support
background through a reading stories, answer understanding.
knowledge, word retell format. questions about texts,
knowledge, and and make simple
understanding of predictions.
how sentences
connect
ENE-CWT- Creates written texts Creating Written Expressive Language, NLM Reading: By age 5-6, children Provide visual prompts and
01 that include at least Texts Writing Skills Measures the ability typically start to write organizers to support the
2 related ideas and to independently simple sentences, use organization of ideas. Allow for
correct simple write a personal capital letters, and alternative means of expression
sentences story. include some details in (e.g., typing) if handwriting is
their writing. challenging.
ENE-SPELL- Applies Spelling Phonological DDM Orthographic By age 5-6, children Use mnemonic devices, visual
01 phonological, Processing, Spelling Mapping: Assesses should be able to spell cues, and interactive spelling
orthographic, and skills related to familiar words and use activities to reinforce spelling
morphological decoding and phonics to decode and strategies. Provide a structured
generalisations and spelling. encode words. and consistent approach to
strategies to spell spelling instruction.
taught familiar and
high-frequency
words when
creating texts
ENE- Produces all lower- Handwriting Fine Motor Skills Not directly assessed By age 5-6, children are Allow for alternative tools (e.g.,
HANDW-01 case and upper-case (related to by CUBED-3. typically expected to adapted pencils, keyboards) to
letters to create handwriting) form letters with correct support handwriting. Provide
 texts proportions and use an additional time and breaks during
appropriate pencil grip. handwriting tasks.
ENE-UARL- Understands and Understanding Language NLM Listening: By age 5-6, children Use visual supports (e.g., story
01 responds to and Responding Comprehension, Assesses expressive should be able to maps) to aid in understanding
literature read to to Literature Inferencing, oral language understand and discuss narrative elements. Allow for
them Narrative Skills through personal simple stories, make alternative means of expressing
story generation. predictions, and express understanding (e.g., drawings,
opinions about the text. verbal responses).

Please note that these accommodations are general suggestions, and individualized strategies should be developed based on the unique needs of each
child.
Stage 1:
Speech Pathology Development
Outcome Range of Practice CUBED-3 Expectations (Age Autistic
Code Full Outcome Content Area Area Alignment 7-8) Accommodations
EN1-OLC-01 Communicates Oral Language and Expressive NLM Listening: By age 7-8, Provide visual
effectively by Communication Language, Assesses children should be supports for social
using Receptive expressive oral able to clearly interactions and
interpersonal Language, language through express thoughts conversation. Allow
conventions and Pragmatic personal story and ideas, engage for alternative
language to Language, Speech generation. in conversations communication
extend and on various topics, methods (e.g., AAC) if
elaborate ideas and understand needed.
for social and humor and
learning figurative
interactions language.
EN1- Understands and Vocabulary Expressive NLM Reading: By age 7-8, Use visual aids, word
VOCAB-01 effectively uses Language, Measures reading children should be maps, and real-life
Tier 1, taught Tier Receptive fluency and able to use a examples to reinforce
2 and Tier 3 Language decoding errors broader range of vocabulary. Provide
vocabulary to with decodable vocabulary in both opportunities for
extend and text. spoken and repetitive exposure
elaborate ideas written language. to new words.
EN1- Uses initial and Phonic Knowledge Phonological DDM Decoding By age 7-8, Implement multi-
PHOKW-01 extended phonics, Processing Inventory: children should be sensory approaches
including vowel Assesses decoding proficient in to phonics
digraphs, trigraphs skills with a decoding instruction. Offer
to decode and dynamic unfamiliar words visual and auditory
encode words assessment and using phonics cues for phonics
when reading and approach. in reading and rules.
creating texts spelling.
EN1-REFLU- Sustains reading Reading Fluency Reading Fluency NLM Reading: By age 7-8, Allow for repeated
01 unseen texts with Measures reading children should readings and practice
automaticity and fluency and read at a more to build fluency. Use
prosody and self- decoding errors advanced level visual supports for
corrects errors with decodable with increased tracking and
text. fluency and expression.
prosody.
EN1- Comprehends Reading Reading NLM Reading: By age 7-8, Break down
RECOM-01 independently Comprehension Comprehension Measures reading children should comprehension tasks,
read texts that comprehension comprehend use graphic
require sustained through a reading more complex organizers, and
reading by retell format. texts, infer provide visual
activating meaning, and supports. Allow for
background and monitor their alternative responses
word knowledge, understanding. to demonstrate
connecting and comprehension.
understanding
sentences and
whole text, and
monitoring for
meaning
EN1-CWT- Plans, creates and Creating Written Expressive NLM Reading: By age 7-8, Provide visual
01 revises texts Texts Language, Writing Measures the children should be organizers and
written for Skills ability to able to write more prompts for planning.
different independently complex and Allow for alternative
purposes, write a personal organized texts means of expression
including story. with varied (e.g., typing).
paragraphs, using sentence
knowledge of structures.
vocabulary, text
features and
sentence
structure
EN1-SPELL- Applies Spelling Phonological DDM By age 7-8, Use mnemonic
01 phonological, Processing, Spelling Orthographic children should devices, visual aids,
orthographic and Mapping: Assesses demonstrate and interactive
morphological skills related to proficiency in spelling activities to
generalisations decoding and spelling more reinforce spelling
and strategies spelling. complex words strategies.
when spelling and applying
words in a range morphological
of writing contexts rules.
EN1- Uses a legible, Handwriting Fine Motor Skills Not directly By age 7-8, Allow for alternative
HANDW-01 fluent and (related to assessed by children should tools (e.g.,
automatic handwriting) CUBED-3. have well- keyboards) to
handwriting style, developed fine support handwriting.
 and digital motor skills for Provide additional
technology, writing and using time and breaks
including word- digital tools. during handwriting
processing tasks.
applications, when
creating texts
EN1-UARL- Understands and Understanding and Language NLM Listening: By age 7-8, Use visual supports
01 responds to Responding to Comprehension, Assesses children should for analyzing
literature by Literature Inferencing, expressive oral understand and literature. Allow for
creating texts Narrative Skills language through respond to alternative means of
using similar personal story literature in a responding (e.g.,
structures, generation. more drawings, verbal
intentional sophisticated responses).
language choices manner.
and features
appropriate to
audience and
purpose

Please note that these developmental expectations are general and may vary among individual children. Adjustments should be made based on each
child's unique needs and abilities.
Stage 2:

Speech Pathology
Outcome Range of Practice CUBED-3 Developmental Expectations (Age
Code Full Outcome Content Area Area Alignment 9-10) Autistic Accommodations
EN2-OLC- Communicates Oral Language and Expressive NLM Listening: By age 9-10, children should Provide visual supports for
01 with familiar Communication Language, Assesses engage in more complex social interactions and
audiences for Receptive expressive oral conversations, articulate thoughts presentations. Allow for
social and learning Language, language through clearly, and demonstrate alternative communication
purposes, by Pragmatic personal story understanding of different methods (e.g., AAC) if
interacting, Language, Speech generation. perspectives. needed.
understanding and
presenting
EN2- Builds knowledge Vocabulary Expressive NLM Reading: By age 9-10, children should Use visual aids, word maps,
VOCAB-01 and use of Tier 1, Language, Measures reading expand their vocabulary and and real-life examples to
Tier 2 and Tier 3 Receptive fluency and effectively use words in various reinforce vocabulary.
vocabulary through Language decoding errors contexts. Provide opportunities for
interacting, wide with decodable repetitive exposure to new
reading and text. words.
writing, and by
defining and
analysing words
EN2- Sustains Reading Fluency Reading Fluency NLM Reading: By age 9-10, children should read Allow for repeated readings
REFLU-01 independent Measures reading fluently with expression, adjust and practice to build
reading with fluency and reading speed, and demonstrate fluency. Use visual supports
accuracy, decoding errors comprehension through prosody. for tracking and expression.
automaticity, rate with decodable
and prosody suited text.
to purpose,
audience and
meaning
EN2- Reads and Reading Reading NLM Reading: By age 9-10, children should Break down comprehension
RECOM-01 comprehends texts Comprehension Comprehension Measures reading comprehend texts of various genres, tasks, use graphic
for wide purposes comprehension make inferences, and monitor their organizers, and provide
using knowledge through a reading understanding. visual supports. Allow for
of text structures retell format. alternative responses to
and language, and demonstrate
by monitoring comprehension.
comprehension
EN2-CWT- Plans, creates and Creating Written Expressive NLM Reading: By age 9-10, children should create Provide visual organizers
01 revises written Texts Language, Writing Measures the more sophisticated and organized and prompts for planning.
texts for Skills ability to texts with attention to grammar, Allow for alternative means
imaginative independently punctuation, and style. of expression (e.g., typing).
purposes, using write a personal
text features, story.
sentence-level
grammar,
punctuation and
word-level
language for a
target audience
EN2-CWT- Plans, creates and Creating Written Expressive NLM Reading: By age 9-10, children should create Provide visual organizers
02 revises written Texts Language, Writing Measures the informative texts with a focus on and prompts for planning.
texts for Skills ability to structure, grammar, and language Allow for alternative means
informative independently conventions. of expression (e.g., typing).
purposes, using write a personal
text features, story.
sentence-level
grammar,
punctuation and
word-level
language for a
target audience
EN2-CWT- Plans, creates and Creating Written Expressive NLM Reading: By age 9-10, children should create Provide visual organizers
03 revises written Texts Language, Writing Measures the persuasive texts with attention to and prompts for planning.
texts for persuasive Skills ability to structure, grammar, and language Allow for alternative means
purposes, using independently conventions. of expression (e.g., typing).
text features, write a personal
sentence-level story.
grammar,
punctuation and
word-level
language for a
target audience
EN2- Selects, applies Spelling Phonological DDM By age 9-10, children should apply Use mnemonic devices,
SPELL-01 and describes Processing, Orthographic spelling strategies using visual aids, and interactive
appropriate Spelling Mapping: phonological and morphological spelling activities to
phonological, Assesses skills rules. reinforce spelling strategies.
orthographic and related to decoding
morphological and spelling.
 generalisations and
strategies when
spelling in a range
of contexts
EN2- Forms legible Handwriting and Fine Motor Skills Not directly By age 9-10, children should have Allow for alternative tools
HANDW- joined letters to Digital (related to assessed by legible and fluent handwriting. (e.g., keyboards) to support
01 develop Transcription handwriting) CUBED-3. handwriting. Provide
handwriting additional time and breaks
fluency during handwriting tasks.
EN2- Uses digital Handwriting and Fine Motor Skills Not directly By age 9-10, children should use Provide training and support
HANDW- technologies to Digital (related to assessed by digital technologies for creating for using digital tools.
02 create texts Transcription handwriting) CUBED-3. texts. Allow for alternative means
of text creation.
EN2- Identifies and Understanding and Language NLM Listening: By age 9-10, children should Use visual supports for
UARL-01 describes how Responding to Comprehension, Assesses analyze literature, create texts with analyzing literature. Allow
ideas are Literature Inferencing, expressive oral intentional language choices, and for alternative means of
represented in Narrative Skills language through adapt structures. responding (e.g., drawings,
literature and personal story verbal responses).
strategically uses generation.
similar
representations
when creating texts

Please note that these developmental expectations are general and may vary among individual children. Adjustments should be made based on each
child's unique needs

Stage 3:

Speech Pathology Developmental

Outcome Range of Practice CUBED-3 Expectations (Age
Code Full Outcome Content Area Area Alignment 11-12) Autistic Accommodations
EN3-OLC-01 Communicates to Oral Language and Expressive NLM Listening: By age 11-12, Provide visual supports for social interactions
wide audiences Communication Language, Receptive Assesses expressive children should and presentations. Allow for alternative
 with social and Language, Pragmatic oral language engage in more communication methods (e.g., AAC) if
cultural awareness, Language, Speech through personal complex and needed.
by interacting and story generation. extended
presenting, and by conversations,
analysing and present ideas
evaluating for clearly, and analyze
understanding information
critically.
EN3-VOCAB- Extends Tier 2 and Vocabulary Expressive NLM Reading: By age 11-12, Use visual aids, word maps, and real-life
01 Tier 3 vocabulary Language, Receptive Measures reading children should examples to reinforce vocabulary. Provide
through interacting, Language fluency and have a well- opportunities for in-depth word analysis.
wide reading and decoding errors developed
writing, with decodable vocabulary and use
morphological text. precise language in
analysis and different contexts.
generating precise
definitions for
specific contexts
EN3- Fluently reads and Reading Reading NLM Reading: By age 11-12, Break down comprehension tasks, use
RECOM-01 comprehends texts Comprehension Comprehension Measures reading children should graphic organizers, and provide visual
for wide purposes, comprehension comprehend supports. Allow for alternative responses to
analysing text through a reading complex texts, demonstrate comprehension.
structures and retell format. analyze text
language, and by structures, and
monitoring monitor their
comprehension understanding.
EN3-CWT- Plans, creates and Creating Written Expressive NLM Reading: By age 11-12, Provide visual organizers and prompts for
01 revises written texts Texts Language, Writing Measures the children should planning. Allow for alternative means of
for multiple Skills ability to create sophisticated expression (e.g., typing).
purposes and independently texts with attention
audiences through write a personal to audience,
selection of text story. purpose, and
features, sentence- language
level grammar, conventions.
punctuation and
word-level language
EN3-SPELL- Automatically Spelling Phonological DDM Orthographic By age 11-12, Use mnemonic devices, visual aids, and
01 applies taught Processing, Spelling Mapping: Assesses children should interactive spelling activities to reinforce
phonological, skills related to apply spelling spelling strategies.
orthographic and decoding and strategies
 morphological spelling. automatically and
generalisations and justify their use for
strategies when unfamiliar words.
spelling in a range
of contexts, and
justifies spelling
strategies used to
spell unfamiliar
words
EN3- Sustains a legible, Handwriting and Fine Motor Skills Not directly By age 11-12, Allow for alternative tools (e.g., keyboards)
HANDW-01 fluent and Digital (related to assessed by children should to support handwriting. Provide additional
automatic Transcription handwriting) CUBED-3. have legible and time and breaks during handwriting tasks.
handwriting style fluent handwriting.
EN3- Selects digital Handwriting and Fine Motor Skills Not directly By age 11-12, Provide training and support for using digital
HANDW-02 technologies to suit Digital (related to assessed by children should use tools. Allow for alternative means of text
audience and Transcription handwriting) CUBED-3. digital technologies creation.
purpose to create effectively for
texts creating texts.
EN3-UARL- Analyses Understanding and Language NLM Listening: By age 11-12, Use visual supports for analyzing literature.
01 representations of Responding to Comprehension, Assesses expressive children should Allow for alternative means of responding
ideas in literature Literature Inferencing, oral language analyze literature, (e.g., drawings, verbal responses).
through narrative, Narrative Skills through personal understand complex
character, imagery, story generation. representations,
symbol and and adapt them in
connotation, and their own texts.
adapts these
representations
when creating texts
EN3-UARL- Analyses Understanding and Language NLM Listening: By age 11-12, Use visual supports for analyzing literature.
02 representations of Responding to Comprehension, Assesses expressive children should Allow for alternative means of responding
ideas in literature Literature Inferencing, oral language analyze literature (e.g., drawings, verbal responses).
through genre and Narrative Skills through personal through various
theme that reflect story generation. lenses and
perspective and incorporate these
context, argument perspectives in their
and authority, and own texts.
adapts these
representations
when creating texts
These developmental expectations are general and may vary among individual children. Adjustments should be made based on each child's unique
needs and

Stage 4:

Speech Pathology Developmental

Outcome Range of Practice CUBED-3 Expectations (Age 13- Autistic
Code Full Outcome Content Area Area Alignment 14) Accommodations
EN4-RVL-01 Uses a range of Reading, Viewing, Reading NLM Reading: By age 13-14, students Provide visual supports
personal, creative, and Listening to Comprehension, Measures reading should use advanced for reading
and critical Texts Reading Fluency fluency and decoding strategies to read and comprehension. Allow
strategies to read errors with comprehend complex for alternative means of
texts that are decodable text. texts. accessing texts (e.g.,
complex in their audiobooks).
ideas and
construction
EN4-RVL-02 Uses reading Reading, Viewing, Reading NLM Reading: By age 13-14, students Teach and reinforce
strategies when and Listening to Comprehension Measures reading should employ various different reading
engaging with a Texts fluency and decoding reading strategies to strategies. Allow for
range of texts errors with enhance flexibility in
decodable text. comprehension. demonstrating
understanding.
EN4-URA-01 Analyses how Understanding and Language NLM Listening: By age 13-14, students Use visual supports for
meaning is created Responding to Texts Comprehension, Assesses expressive should analyze texts language analysis. Allow
through the use of A Inferencing oral language for language forms and for alternative means of
 and response to through personal infer meaning demonstrating
language forms, story generation. effectively. understanding.
features, and
structures
EN4-URB-01 Examines and Understanding and Language NLM Listening: By age 13-14, students Provide visual aids for
explains how texts Responding to Texts Comprehension, Assesses expressive should critically examining text
represent ideas, B Inferencing oral language examine how texts representations. Allow
experiences, and through personal represent ideas and for alternative means of
values story generation. values. responding.
EN4-URC-01 Identifies and Understanding and Language NLM Listening: By age 13-14, students Use visual supports for
explains ways of Responding to Texts Comprehension, Assesses expressive should analyze and analyzing and connecting
valuing texts and C Inferencing oral language explain the value of texts. Allow for
the connections through personal texts and their alternative means of
between them story generation. connections. demonstrating
understanding.
EN4-ECA-01 Creates personal, Expressing Ideas and Expressive Language, NLM Listening: By age 13-14, students Provide visual organizers
creative, and Composing Texts A Writing Skills Assesses expressive should create texts and prompts for writing.
critical texts for a oral language with sophistication and Allow for alternative
range of audiences through personal adhere to language means of expression
by using linguistic story generation. conventions. (e.g., typing).
and stylistic
conventions of
language to express
ideas
EN4-ECA-02 Composes texts Expressing Ideas and Expressive Language, NLM Listening: By age 13-14, students Provide guidance on
using language Composing Texts A Writing Skills Assesses expressive should tailor their texts adapting language for
conventions for oral language for specific purposes different purposes. Allow
specific purposes through personal and audiences. for alternative means of
and audiences story generation. expression (e.g., visual
presentations).
EN4-ECB-01 Uses processes of Expressing Ideas and Expressive Language, NLM Reading: By age 13-14, students Provide visual organizers
planning, Composing Texts B Writing Skills Measures the ability should employ and prompts for
monitoring, to independently effective processes for planning. Allow for
revising, and write a personal writing and revising alternative means of
reflecting to story. texts. revision.
support and
develop the
composition of
texts
These developmental expectations are general and may vary among individual students. Adjustments should be made based on each student's unique
needs and

Stage 5:

Developmental
Speech Pathology Expectations (Age 15- Autistic
Outcome Code Full Outcome Content Area Range of Practice Area CUBED-3 Alignment 16) Accommodations
EN5-RVL-01 Uses a range of Reading, Viewing, Reading NLM Reading: By age 15-16, Provide visual supports
personal, creative, and Listening to Comprehension, Measures reading students should for reading
and critical strategies Texts Reading Fluency fluency and interpret complex comprehension. Allow
to interpret complex decoding errors with texts using advanced for alternative means of
texts decodable text. strategies. accessing texts (e.g.,
audiobooks).
EN5-RVL-02 Engages with a range Reading, Viewing, Reading NLM Reading: By age 15-16, Teach and reinforce
of texts and Listening to Comprehension Measures reading students should active reading strategies.
Texts fluency and actively engage with a Allow for flexibility in
decoding errors with variety of texts. demonstrating
decodable text. understanding.
EN5-URA-01 Analyses how Understanding and Language NLM Listening: By age 15-16, Use visual supports for
meaning is created Responding to Texts Comprehension, Assesses expressive students should language analysis. Allow
through the use and A Inferencing oral language analyze texts for for alternative means of
interpretation of through personal complex language demonstrating
increasingly complex story generation. forms and infer understanding.
language forms, meaning effectively.
features, and
structures
EN5-URB-01 Evaluates how texts Understanding and Language NLM Listening: By age 15-16, Provide visual aids for
represent ideas and Responding to Texts Comprehension, Assesses expressive students should evaluating text
experiences, and B Inferencing oral language critically evaluate how representations. Allow
how they can affirm through personal texts represent ideas for alternative means of
or challenge values story generation. and values. responding.
and attitudes
EN5-URC-01 Investigates and Understanding and Language NLM Listening: By age 15-16, Use visual supports for
explains ways of Responding to Texts Comprehension, Assesses expressive students should analyzing and connecting
valuing texts and the C Inferencing oral language analyze, explain, and texts. Allow for
relationships through personal establish connections alternative means of
 between them story generation. between valued texts. demonstrating
understanding.
EN5-ECA-01 Crafts personal, Expressing Ideas and Expressive Language, NLM Listening: By age 15-16, Provide visual organizers
creative, and critical Composing Texts A Writing Skills Assesses expressive students should and prompts for writing.
texts for a range of oral language create texts with Allow for alternative
audiences by through personal sophistication and means of expression
experimenting with story generation. control over language (e.g., visual
and controlling features. presentations).
language forms and
features to shape
meaning
EN5-ECA-02 Composes texts Expressing Ideas and Expressive Language, NLM Listening: By age 15-16, Provide guidance on
using language Composing Texts A Writing Skills Assesses expressive students should tailor adapting language for
conventions for oral language their texts for specific different purposes. Allow
specific purposes and through personal purposes and for alternative means of
audiences story generation. audiences. expression (e.g., visual
presentations).
EN5-ECB-01 Uses processes of Expressing Ideas and Expressive Language, NLM Reading: By age 15-16, Provide visual organizers
planning, Composing Texts B Writing Skills Measures the ability students should and prompts for
monitoring, revising, to independently employ advanced planning. Allow for
and reflecting to write a personal processes for writing alternative means of
purposefully develop story. and revising texts. revision.
and refine the
composition of texts

These developmental expectations are general and may vary among individual students. Adjustments should be made based on each student's unique
needs and abilities.
Life Skills for Stage 4/5:

Speech Pathology
Outcome Code Full Outcome Content Area Range of Practice Area Autistic Accommodations
ENLS-RVL-01 Engages with a range Reading, Viewing, and Reading Teach and reinforce active reading strategies. Allow
of texts Listening to Texts Comprehension for flexibility in demonstrating understanding.
ENLS-RVL-02 Uses reading Reading, Viewing, and Reading Teach and reinforce effective reading strategies.
strategies when Listening to Texts Comprehension Provide visual supports for comprehension.
engaging with a
range of texts
ENLS-URA-01 Identifies language Understanding and Language Use visual supports for language analysis. Allow for
and/or visual forms, Responding to Texts A Comprehension, alternative means of demonstrating understanding.
features, and Inferencing
structures
ENLS-URB-01 Identifies ideas, Understanding and Language Provide visual aids for identifying ideas and values in
experiences, and Responding to Texts B Comprehension, texts. Allow for alternative means of responding.
values in a range of Inferencing
texts
ENLS-URC-01 Makes connections Understanding and Language Use visual supports for analyzing and connecting texts.
with and between Responding to Texts C Comprehension, Allow for alternative means of demonstrating
texts Inferencing understanding.
ENLS-ECA-01 Composes texts for Expressing Ideas and Expressive Language, Provide visual organizers and prompts for writing.
everyday purposes Composing Texts A Writing Skills Allow for alternative means of expression (e.g., visual
presentations).
ENLS-ECA-02 Composes texts using Expressing Ideas and Expressive Language, Provide guidance on adapting language for different
language conventions Composing Texts A Writing Skills purposes. Allow for alternative means of expression
for specific purposes (e.g., visual presentations).
and audiences
ENLS-ECB-01 Uses processes of Expressing Ideas and Expressive Language, Provide visual organizers and prompts for planning.
planning and revising Composing Texts B Writing Skills Allow for alternative means of revision.
to develop texts
ENLS-COM-01 Communicates in Communicating N/A Teach and reinforce effective communication
familiar or unfamiliar strategies. Provide visual supports for communication.
contexts
These outcomes focus on developing essential life skills related to reading, understanding, and expressing ideas. Individualized strategies should be
developed based on the unique needs of each learner.