Virginia Department of Education Revised Summer 2014

Virginia Department of EducationRevised 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

6M- 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)

Grades 3-8 Mathematics ASOL Summary MatrixBased on the 2009 Mathematics Standards of Learning

Reporting Category

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Number, Number Sense, Computation and Estimation (M-NSCE)

3 M-NSCE 1 3 M-NSCE 23 M-NSCE 33 M-NSCE 43 M-NSCE 53 M-NSCE 63 M-NSCE 7

4 M-NSCE 1 4 M-NSCE 24 M-NSCE 34 M-NSCE 44 M-NSCE 5

5 M-NSCE 1 5 M-NSCE 25 M-NSCE 35 M-NSCE 4

6 M-NSCE 1 6 M-NSCE 26 M-NSCE 36 M-NSCE 46 M-NSCE 5

7 M-NSCE 17 M-NSCE 27 M-NSCE 3

8 M-NSCE 18 M-NSCE 28 M-NSCE 3

Measurement (M-M) andGeometry (M-G)

3 M-MG 13 M-MG 23 M-MG 33 M-MG 4

4 M-MG 14 M-MG 24 M-MG 3

5 M-MG 1 6 M-MG 1 7 M-MG 17 M-MG 2

8 M-MG 18 M-MG 28 M-MG 3

Probability, Statistics, Patterns, Functions, and Algebra (M-PSPFA)

3 M-PSPFA 13 M-PSPFA 23 M-PSPFA 3

4 M-PSPFA 1 5 M-PSPFA 15 M-PSPFA 2



8 M-PSPFA 18 M-PSPFA 28 M-PSPFA 38 M-PSPFA 4

High School Mathematics ASOL Summary MatrixBased on the 2009 Mathematics Standards of Learning

Reporting Category High School

Expressions and Operations (M-EO)

HS M-EO 1HS M-EO 2

Equations and Inequalities (M-EI)

HS M-EI 1HS M-EI 2HS M-EI 3

Functions and Statistics (M-FS) HS M-FS 1HS M-FS2HS M-FS 3HS 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 ASOLSignificant Support and/or Modification

may Mean:

3M-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 from1-9, given a set of three; identify the number of objects on number lines.

7M-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 1The student will solve an algebraic equation using subtraction.

The student would identify what is unknown.

ASOL contains a specific number or range

Sample ASOL Significant Support and/or Modification May Mean:

5M-NSCE 1 c The student will round two-digit whole numbers to the nearest 10 from 0-90.

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.

7 M- NSCE 2 aThe student will solve multiplication problems with products to 100;

The student could be given a 100s board or touch board to skip count.

ASOL contains more than one

skill or concept

Sample ASOL Partial May Mean:

3M-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.

7M-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 1The student will solve an algebraic equation using subtraction.

The student solves simple equations with unknown/missing values (without variables).


Sample ASOL Partial May Mean:


The student round two- digit wholenumbers to the nearest 10 from 0-50.


The student solve multiplication problems with products to 40.


Sample ASOL Fully Means:

3M-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.

7M-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 1The student will solve an algebraic expression using subtraction

The student solves an algebraic expression using subtraction.

ASOL contains more than one skill or

concept

Sample ASOL Fully Means:


The student rounds two-digit whole numbers to the nearest 10 from 0-90.


The student is able to multiply problems with products to 100.

Use:• IEP( Present Level

of Performance)

• Evaluation Results

• Teacher Observations

• Classroom data

To determine:• Students

strengths and weaknesses relative to the ASOL selected

• Accommodations needed

• 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!!!!

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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

3M-MG 2(b) The student will

(b) identify standard units of measure for mass and liquid;

Has a severe seizure disorder Physical difficulties, fatigue

Student’s writing legibility decreases as support muscles fatigue.

Poor Visual Spatial Struggles with working left to right versus up to

down. Struggles with completing paper and pencil task

after creating a model using manipulatives. Struggles with fitting numbers into spaces

Middle

7M- PSPFA 3 The student will compare fractions to fractions and decimals to decimals using rational numbers less than one.

Poor Visual Processing Difficulty with how he aligns numbers, interacts with

manipulatives, and works with geometric shapes. Weak Fine Motor Skills Lacks finger strength, control, or dexterity to work

with manipulatives. Struggles writing mathematic symbols and fractions. Language Deficits Struggles with drawing out key points in word

problems and interpreting meaning in a chart or graph.

High School

HSM-EO 2 (b) The student will

(b) solve simple one-step equations (multiplication and division) with a variable.

18 year old student Spastic quadriplegic cerebral palsy and uses a

manual wheelchair for mobility. She is able to use her right hand to manipulate

larger items and can use her left hand for stabilization.

Lucy has little intelligible speech other than single words and yes/no responses but within the classroom has used an iTalk2 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.”

Collaboration and consultation with general education teachers

Co-teaching with general education teachers and related services providers

Use of Assistive Technology

Thematic units to incorporate mathematics with other content areas.

Hi Tech• IntelliKeys• Math Talk• Talking

Calculator• Electronic Math

Worksheets

Lo Tech• Manipulatives• Graphic

organizers• Number stamps• Base ten blocks• Color tiles• Adapted paper• Abacus

VAAP Implementation Manualhttp://www.doe.virginia.gov/testing/

alternative_assessments/vaap_va_alt_assessment_prog/index.shtml

TTAC Online http://www.ttaconline.org

Center for Literacy and Disability Studies

(University of North Carolina) http://www.med.unc.edu/ahs/clds/projects/

north-carolina-deaf-blind-project/db-case-studies/jakes-story-1

VDOE Assistive Technology Framework Documenthttp://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technology/index.shtml

Teaching Grade Aligned Math & Science To Students With Significant Intellectual Disabilitieshttp://www.doe.k12.de.us/infosuites/students_family/specialed/NEW/files/March2011.DE.Incl.Conf.pdf

Virginia Department of Education Contacts

Division of Student Assessment and School Improvement

Email: [email protected] or call (804) 225-2102

Division of Special Education and Student Services

Email: [email protected]

Documents

Virginia Department of Education Revised Summer 2014