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1 Understanding the Aligned Standards of Learning (ASOL): The Basics.

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1 1 Understanding the Aligned Standards of Learning (ASOL): The Basics

2 2 ASOL and Reporting Categories English: Reading 1.Use word analysis strategies and information resources E-RW 2. Demonstrate comprehension of printed materials E-RC Mathematics 1. Number and Number SenseM-NS 2. Computation and EstimationM-CE 3. Measurement and GeometryM-M; M-G 4. Probability and StatisticsM-PS 5. Patterns, Functions and AlgebraM-PFA Science 1.Scientific Investigation/ResourcesS-SI; S-R 2. Force, Motion, Energy and MatterS-FME; S-M 3. Life Processes and Living Systems (Includes Life Science & Earth Science) S-LP; S-LS; S-LFS; S-ES 4. Interrelationships in Earth/Space Systems and Cycles S-IE; S-EP History and Social Science 1. HistoryHS-H 2. GeographyHS-G 3. EconomicsHS-E 4. CivicsHS-C

3 3 ALIGNED What are the ASOLs? ALIGNED Standards of Learning Essential skills and/or knowledge expressed in the regular SOLs Reduced in complexity to reflect prerequisite skills Intended for students with significant cognitive disabilities ASOLs provide access to grade level content standards expressed in each reporting category and at each grade level on the general SOL test.

4 4 Depth and Complexity Reduced in complexity = –grade level designation removed –student/teacher may select any standard from the required reporting categories –skills often reflect prerequisites to actual grade level in which the student is enrolled. Reduced in depth = –students are required to defend only one aligned standard AND one bullet (if present) from each required reporting category

5 5 Scope and Sequence ASOLs spiral in complexity by grade level and reporting categories. Scope and Sequence documents –Assist teachers in determining the complexity level in which the student is functioning in each reporting category –http://gets.gc.k12.va.us/http://gets.gc.k12.va.us/

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7 7 Mistakes Common Mistakes In Choosing ASOL 1.Choose ASOL based on familiar words they recognize 2.Choose the same ASOL for all students 3.Choose ASOL from extreme grade level differences Example: Math –Numbers and Number Sense: 3 rd grade ASOL –Measurement and Geometry: 11 th grade ASOL

8 8 How to read an ASOL: Content Area: Mathematics Reporting Category: Measurement and Geometry Selected Aligned Standard M-M5: –M-M 5 The student will: a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. M - M5 Content Area Reportin g Category # of Standard

9 9 Crosswalk the ASOL to SOL Each ASOL has a corresponding SOL Crosswalk documents assist in making the connection Important to teachers because… –Instructional ideas –Lesson plans –Thematic units –Understanding the skills required –Understanding the developmental sequence

10 10 GRADEREPORTING CATEGORY 1. Use word analysis strategies and information resources 2. Demonstrate comprehension of printed materials ASOLSOLASOLSOL 3 E-RW 1 a, b, c, d E-RW 2 a, b, c, d E-RW 3 a, b, c K.5 a, b, c, d K.6 a, b, c, d K.7 a, b, c E-RC 1 a, b, c, d, e, fK.8 a, b, c, d, e, f 4 E-RW 4 a, b, c E-RW 5 a, b, c, d, e, f, g, h E-RW 6 a, b, c, d E-RW 7 E-RW 8 a, b 1.5 a, b, c 1.6 a, b, c, d, e, f, g, h 1.7 a, b, c, d a, b E-RC 2 a, b, c, d, e, f, g, h1.9 a, b, c, d, e, f, g, h 5 E-RW 9 a, b, c E-RW 10 a, b, c E-RW 11 a, b, c, d E-RW 12 a, b, c 2.4 a, b, c 2.5 a, b, c 2.6 a, b, c, d 2.9 a, b, c E-RC 3 a, b, c, d E-RC 4 a, b, c, d, e, f, g 2.7 a, b, c, d 2.8 a, b, c, d, e, f, g 6 E-RW 13 a, b, c E-RW 14 a, b, c, d, e, f E-RW 15 a, b 3.3 a, b, c 3.4 a, b, c, d, e, f 3.7 a, b E-RC 5 a, b, c, d, e, f, g, h, i, j E-RC 6 a, b, c, d, e, f, g, h 3.5 a, b, c, d, e, f, g, h, i, j 3.6 a, b, c, d, e, f, g, h 7 E-RW 16 a, b, c, d E-RW 17 a, b, c 4.3 a, b, c, d 4.6 a, b, c E-RC 7 a, b, c, d, e, f E-RC 8 a, b, c, d, e, f, g, h, i 4.4 a, b, c, d, e, f, 4.5 a, b, c, d, e, f, g, h, i 8 E-RW 18 a, b, c E-RW 19 a, b 5.4 a, b, c 5.7 a, b E-RC 9 a, b, c, d, e E-RC 10 a, b, c, d, e, f, g 5.5 a, b, c, d, e 5.6 a, b, c, d, e, f, g 11 E-RW 20 a, b, c, d E-RW 21 a, b, c, d, e, f, g 6.3 a, b, c, d 6.5 a, b, c, d, e, f, g E-RC 11 a, b, c, d, e, f, g, h6.4 a, b, c, d, e, f, g, h ASOL to SOL Crosswalk Example

11 11 CRITICAL PRACTICES and RESOURCES

12 12 STEP 1: Check for Understanding –Measure your understanding of the ASOL –Check ASOL Curriculum Framework Documents –Use T/TAC Online (Understanding the ASOL Sections) –Ask or clarification or interpretation by peers or team members.

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14 14 Use Your Resources: –Division Instructional Content Specialists –Content Department Chairpersons –Building ITRT –Division website or intranet for teacher SOL resources –TTAC Online Enhanced Curriculum –VAAP resources at TTAC Online Make sure you have a clear understanding of the verbs used in the ASOL/SOL statements- Dr. Mulligan Make sure you understand what is being targeted.

15 15 Most Common ASOL Verbs Read Demonstrate Relate Retell Identify Compare Analyze Organize Select Use Explain Describe Investigate Conduct Contrast Solve Draw Interpret Understand Recognize Interpret Study Develop Locate Show Follow Practice Apply Match Construct Distinguish Write Round Recall Estimate Tell

16 16 Step 2: Unpack the ASOL 6 Critical questions to ask: –What are all the skills listed in the stem? –What are all the skills listed in the bullet? –What verbs are used and what do they really mean? –What tools are required to complete the skill? –How might this skill fit into a functional activity or routine? –Of available options, what’s the best format to document student success? (work sample, audio, video, anecdotal record, interview, chart or graph, photograph with caption)

17 17 Example 1: M-NS4 ASOL: M-NS 4 -The student will investigate and recognize patterns from counting by fives and tens to 30, using concrete objects and a calculator. –Stem with no bullets –Teacher notes: The patterns developed as a result of skip counting are precursors for recognizing numeric patterns, functional relationships, and concepts underlying money, time telling, and multiplication. Skip counting by fives lays the foundation for reading a clock effectively and telling time to the nearest five minutes, counting money, and developing the multiplication facts for five. Skip counting by tens is a precursor for use of place value, addition, counting money, and multiplying by multiples of 10. Calculators can be used to display the numeric patterns that result from skip counting. –4 Verbs –4 Verbs: Investigate, recognize, counting and using

18 18 Example 1: M-NS4 ASOL: M-NS 4 -The student will investigate and recognize patterns from counting by fives and tens to 30, using concrete objects and a calculator. –Stem with no bullets –Teacher notes: The patterns developed as a result of skip counting are precursors for recognizing numeric patterns, functional relationships, and concepts underlying money, time telling, and multiplication. Skip counting by fives lays the foundation for reading a clock effectively and telling time to the nearest five minutes, counting money, and developing the multiplication facts for five. Skip counting by tens is a precursor for use of place value, addition, counting money, and multiplying by multiples of 10. Calculators can be used to display the numeric patterns that result from skip counting. –4 Verbs –4 Verbs: Investigate, recognize, counting and using

19 19 Example 1: M-NS4 (Continued) –Essential Skills in the bullet: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to group 30 or fewer objects together into sets of fives or tens and then count them by fives or by tens. Investigate and recognize the pattern of counting by fives and tens, using 30 or fewer concrete objects. Investigate and recognize the pattern of counting by fives and tens to 30, using a calculator. –Tools Needed: concrete objects, calculator –Functional Activity/Routine: (see sample activities) During a community based shopping trip the student will purchase groceries for a recipe using a money calculator

20 20 Example 2: E-RW 8 ASOL: E-RW8 The student will use simple reference materials. a) Use knowledge of alphabetical order by first letter. –Stem: Use simple reference materials. –Bullet: a) Use knowledge of alphabetical order by first letter. –Teacher notes: The intent of this standard is that students will use simple reference materials and understand that reference materials are often organized in alphabetical order. –Verbs: Use

21 21 Example 2: E-RW8 (Continued) –Essential Skills: alphabetize a list of five to eight words according to first letter using a picture dictionary to locate unfamiliar words. Two skills have to be displayed. –Tools Needed: simple reference materials (picture dictionaries) –Functional Activity/Routine: (see sample activities) Teach the student to create a personal picture dictionary by providing a booklet with A-Z pages and room to write words and draw or glue pictures. Encourage the student to put words for favorite objects, activities, events, etc. in the dictionary under the correct first letter of the printed word.


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