Virginia Department of Education Revised Summer 2014 Overview

Virginia Department of Education Revised Summer 2014

• • • Overview Selection of Aligned Standard of Learning (ASOL) Numbering of ASOL Levels of Performance Case Studies/ Sample Activities Scoring Implications Making It Work In The Classroom Resources Questions

• Based on the Essential Elements created by Dynamic Learning Maps (DLM) • Linked to 2009 Mathematics Standard of Learning. • Intended to describe challenging expectations for students with significant cognitive disabilities.

• Teachers must select ASOL listed at the student’s grade of enrollment for Mathematics. • Teachers are NOT allowed to select ASOL at a higher or lower grade level for Mathematics.

• Teachers must select one ASOL from each reporting category. • If the ASOL has bullets, one bullet per ASOL must be selected.

• A complete ASOL number including the grade level must be used. • • A grade level number “ 3 -8” or “HS”( for High School), precedes the ASOL code, for example, Reporting Category Grade Bullet 6 M- PSPFA 1 a Content Area ASOL Number

For Grades 3 -8 • Number, Number Sense, Computation and Estimation (M-NSCE) • Measurement and Geometry (M-MG) • Probability, Statistics, Patterns, Functions, and Algebra (M-PSPFA) For High School • Expressions and Operations (HS M-EO) • Equations and Inequalities (HS M-EI) • Functions and Statistics (HS M-FS)

Reporting Category Number, Number Sense, Computation and Estimation (M-NSCE) Grades 3 -8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 3 M-NSCE 1 3 M-NSCE 2 3 M-NSCE 3 3 M-NSCE 4 3 M-NSCE 5 3 M-NSCE 6 3 M-NSCE 7 Measurement 3 M-MG 1 (M-M) 3 M-MG 2 and 3 M-MG 3 Geometry (M-G) 3 M-MG 4 Probability, 3 M-PSPFA 1 Statistics, 3 M-PSPFA 2 Patterns, 3 M-PSPFA 3 Functions, and Algebra (M-PSPFA) Grade 8 4 M-NSCE 1 4 M-NSCE 2 4 M-NSCE 3 4 M-NSCE 4 4 M-NSCE 5 5 M-NSCE 1 5 M-NSCE 2 5 M-NSCE 3 5 M-NSCE 4 6 M-NSCE 1 6 M-NSCE 2 6 M-NSCE 3 6 M-NSCE 4 6 M-NSCE 5 7 M-NSCE 1 7 M-NSCE 2 7 M-NSCE 3 8 M-NSCE 1 8 M-NSCE 2 8 M-NSCE 3 4 M-MG 1 4 M-MG 2 4 M-MG 3 5 M-MG 1 6 M-MG 1 7 M-MG 2 8 M-MG 1 8 M-MG 2 8 M-MG 3 4 M-PSPFA 1 5 M-PSPFA 2 6 M-PSPFA 1 7 M-PSPFA 1 8 M-PSPFA 1 6 M-PSPFA 2 7 M-PSPFA 2 8 M-PSPFA 2 6 M-PSPFA 3 7 M-PSPFA 3 8 M-PSPFA 4

High School Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Reporting Category High School Expressions and Operations (M-EO) HS M-EO 1 HS M-EO 2 Equations and Inequalities (M-EI) HS M-EI 1 HS M-EI 2 HS M-EI 3 Functions and Statistics (M-FS) HS M-FS 1 HS M-FS 2 HS M-FS 3 HS M-FS 4

• Teachers determine the level of performance most appropriate for the student for each ASOL in Mathematics, Reading, Writing and Science. • Levels of Performance will provide flexibility for instruction and assessment.

• Level I: Student demonstrates the ASOL with significant support and modification • Level II: Student partially demonstrates the ASOL • Level III: Student fully demonstrates the ASOL

To demonstrate an ASOL with significant support and modification means: • To modify the present skills and concepts to a basic level skill or concept. • To provide significant allowable supports that will assist the student in performing the basic skill or concept.

Significant support and Modification used to demonstrate an ASOL does NOT mean: • Hand over Hand is permitted • Hints, clues, or prompts that violate testing conditions are allowed.

ASOL contains more than one skill or concept Sample ASOL Significant Support and/or Modification may Mean: 3 M-NSCE 2 a The student will solve addition and subtraction problems when result is unknown with number 0 -30. The student would add or subtract numbers from 1 -9, given a set of three; identify the number of objects on number lines. 7 M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square) The student would compare shapes given manipulatives, to indicate two shapes are the same after matching the sides on each. HSM-EI 1 The student will solve an algebraic equation using subtraction. The student would identify what is unknown.

ASOL contains a specific number or range 5 M-NSCE 1 c 7 M- NSCE 2 a Sample ASOL The student will round two-digit whole numbers to the nearest 10 from 0 -90. Significant Support and/or Modification May Mean: The student will round single-digit whole numbers to the nearest 5 from 0 -10. Student is presented with two sets of five and indicate if the sets are more or less than five to round down or to round up. The student will solve The student could be given a 100 s multiplication problems board or touch board to skip count. with products to 100;

ASOL contains more than one skill or concept Sample ASOL Partial May Mean: 3 M-NSCE 2 a Solve addition and subtraction problems when result is unknown with number 0 -30. The student solves addition problems with numbers from 0 -30. 7 M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square). The student draws basic two dimensional geometric shapes. HSM-EI 1 The student will solve an algebraic equation using subtraction. The student solves simple equations with unknown/missing values (without variables).

ASOL contains a specific number Sample ASOL or range 5 M-NSCE 1 c 7 M- NSCE 2 a Partial May Mean: The student will round twodigit whole numbers to the nearest 10 from 0 -90. The student round two- digit whole numbers to the nearest 10 from 0 -50. The student will solve multiplication problems with products to 100; The student solve multiplication problems with products to 40.

ASOL contains a specific number or range Sample ASOL 3 M-NSCE 2 a The student will solve addition and subtraction problems when result is unknown with number 0 -30. The student demonstrates both operations of addition and subtraction with numbers 0 -30. 7 M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square) The student draws, classifies, and recognizes two dimensional geometric shapes without a model. HSM-EI 1 The student will solve an algebraic expression using subtraction The student solves an algebraic expression using subtraction. Fully Means:

ASOL contains more than one skill or concept 5 M-NSCE 1 c 7 M- NSCE 2 a Sample ASOL The student will round two-digit whole numbers to the nearest 10 from 0 -90. Fully Means: The student rounds twodigit whole numbers to the nearest 10 from 0 -90. The student will solve The student is able to multiplication problems multiply problems with products to 100; products to 100.

Use: • IEP( Present Level of Performance) To determine: • Students strengths and weaknesses relative to the ASOL selected • Evaluation Results • Teacher Observations • Accommodations needed • Classroom data • Supports needed

Approach 1 • Select an ASOL and provide instruction at Level III ( ASOL fully demonstrated) • Collect evidence throughout the school year. • Review evidence prior to submission and adjust the level on the Student Evidence Identification Tag (SEI) based on the performance of the student. Level may be Level III or a lower level. Approach 2 • Select an ASOL and determine the level best suited to the student’s strengths and weaknesses based on data. • Provide instruction based on the level selected for the ASOL. • Collect evidence throughout the school year. • Review the evidence prior to submission and adjust the level on the SEI Tag based on the performance of the student. Level may be as originally determined or may change.

• Is the student able to demonstrate the ASOL? • Are there specific components of the ASOL that the student can demonstrate? • Are significant supports and modifications needed to assist the student in demonstrating the ASOL?

Let’s Practice!!!! 23

Assign the appropriate Levels of Performance to the given ASOL • For Level I, describe the types of significant support or modification used with the ASOL. • For Level II, describe partial demonstration for the ASOL. • For Level III, describe how the student demonstrated the ASOL.

Elementary 3 M-MG 2(b) The student will Ø Ø Ø (b) identify standard units of measure for mass and liquid; Has a severe seizure disorder Physical difficulties, fatigue Ø Student’s writing legibility decreases as support muscles fatigue. Poor Visual Spatial Ø Struggles with working left to right versus up to down. Ø Struggles with completing paper and pencil task after creating a model using manipulatives. Ø Struggles with fitting numbers into spaces

Middle 7 M- PSPFA 3 The student will compare fractions to fractions and decimals to decimals using rational numbers less than one. Poor Visual Processing Ø Difficulty with how he aligns numbers, interacts with manipulatives, and works with geometric shapes. Ø Weak Fine Motor Skills Ø Lacks finger strength, control, or dexterity to work with manipulatives. Ø Struggles writing mathematic symbols and fractions. Ø Language Deficits Ø Struggles with drawing out key points in word problems and interpreting meaning in a chart or graph. Ø

High School HSM-EO 2 (b) The student will (b) solve simple one-step equations (multiplication and division) with a variable. Ø 18 year old student Ø Spastic quadriplegic cerebral palsy and uses a manual wheelchair for mobility. Ø She is able to use her right hand to manipulate larger items and can use her left hand for stabilization. Ø Lucy has little intelligible speech other than single words and yes/no responses but within the classroom has used an i. Talk 2 to communicate simple needs and choices and is learning to use a picture board.

When a student submits evidence of skills and/or knowledge identified in the Aligned Standards of Learning (ASOL), the following rubric is used to rate the level of student individual achievement. Score Descriptors 0 There is no evidence of the specific ASOL being addressed. 1 There is little evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed. 2 There is some evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed. 3 There is adequate evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed. 4 There is ample evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.

• Level I: The evidence is demonstrated with significant support and modification of the ASOL. The highest score point evidence at level 1 may be assigned is a “ 2. ” • Level II: The evidence partially demonstrates the ASOL. The highest score point evidence at level 2 may be assigned is a “ 3. ” • Level III: The evidence fully demonstrates the ASOL. The highest score point evidence at level 3 may be assigned is a “ 4. ”

Ø Collaboration and consultation with general education teachers Ø Co-teaching with general education teachers and related services providers Ø Use of Assistive Technology Ø Thematic units to incorporate mathematics with other content areas.

Hi Tech • Intelli. Keys • Math Talk • Talking Calculator • Electronic Math Worksheets Lo Tech • Manipulatives • Graphic organizers • Number stamps • Base ten blocks • Color tiles • Adapted paper • Abacus

VAAP Implementation Manual Ø http: //www. doe. virginia. gov/testing/alternative_as sessments/vaap_va_alt_assessment_prog/index. sht ml TTAC Online Ø http: //www. ttaconline. org Center for Literacy and Disability Studies (University of North Carolina) Ø http: //www. med. unc. edu/ahs/clds/projects/northcarolina-deaf-blind-project/db-case-studies/jakes-story-1

VDOE Assistive Technology Framework Document Ø http: //www. doe. virginia. gov/special_ed/iep_i nstruct_svcs/assistive_technology/index. shtml Teaching Grade Aligned Math & Science To Students With Significant Intellectual Disabilities Ø http: //www. doe. k 12. de. us/infosuites/students _family/specialed/NEW/files/March 2011. DE. In cl. Conf. pdf

Virginia Department of Education Contacts Division of Student Assessment and School Improvement Email: student_assessment@doe. virginia. gov or call (804) 225 -2102 Division of Special Education and Student Services Email: Deborah. Johnson@doe. virginia. gov