wvde online sb-iep a system for analyzing and prioritizing instruction for students with...
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WVDE Online SB-IEP WVDE Online SB-IEP
A System for Analyzing and A System for Analyzing and Prioritizing Instruction for Prioritizing Instruction for
Students with ExceptionalitiesStudents with Exceptionalities
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21st Century Special Educators: Leading the Change!WVDE SETLA 2009
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What does this tool provide?What does this tool provide?Summative Assessment ResultsSummative Assessment Results
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21st Century Special Educators: Leading the Change!WVDE SETLA 2009
![Page 6: WVDE Online SB-IEP A System for Analyzing and Prioritizing Instruction for Students with Exceptionalities](https://reader036.vdocuments.mx/reader036/viewer/2022062417/5515580855034685568b57b5/html5/thumbnails/6.jpg)
What does this tool provide?What does this tool provide?Benchmark/Formative Assessment ResultsBenchmark/Formative Assessment Results
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• Reading, writing and math curriculum
• Specific skills and concepts
• Sort into known and needs to know categories
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21st Century Special Educators: Leading the Change!WVDE SETLA 2009
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21st Century Special Educators: Leading the Change!WVDE SETLA 2009
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Data Based Present Levels
• Present levels must be written in objective, measurable terms and easy-to-understand non-technical language articulating the gaps between grade level expectations and actual performance.
• Use the information from the Acuity assessment as you review the mathematics rubrics for your designated grade level/student.
• Create present levels of academic and functional performance that clearly represent the student’s academic performance.
• Space has been provided for documentation of the present level on mathematics rubrics.
• The rubrics can be found by accessing the “Aligning and Individualizing 21st Century Content, Instruction and Assessment” folder. Find the “mathematics rubrics” for your programmatic level.
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Report Out
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Depth of Knowledge (DOK)• Level 1 Recall
Recall of a fact, information, or procedure.
• Level 2 Skill/ConceptUse information or conceptual knowledge, two or more steps, etc.
• Level 3 Strategic Thinking
Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.
• Level 4 Extended ThinkingRequires an investigation, time to think and process multiple conditions of the problem.
21st Century Special Educators: Leading the Change!WVDE SETLA 2009
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DOK’s of CSO’sContentDOK Objective Description
1 RLA.O.4.2.11 Use reference skills to identify words
2 RLA.O.4.3.2
Distinguish a variety of messages conveyed through visual media (e.g., internet, database, email, electronicresources, online research).
3 RLA.O.4.2.7Develop a composition that demonstrates an awareness of the intended audience using appropriate language,content and form.
4 RLA.O.4.3.4
Create an age appropriate media literacy product that reflects understanding of format, characteristics andpurpose.
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Identify the DOKs…
1) RLA.O.7.1.3
Classify the defining characteristics, build background knowledge and apply reading skills to understand a variety of literary passages and genres by West Virginia, national and international authors: fiction, nonfiction, myths, poems, fantasies, biographies, autobiographies, science fiction, tall tale, supernatural tales
2) M.O.8.2.10
Identify a real life problem involving change over time; make a hypothesis as to the outcome; develop, justify, and implement a method to collect, organize, and analyze data; generalize the results to make a conclusion; compare the hypothesis and the results of the investigation; present the project using words ,graphs, drawings, models, or tables.
3) RLA.O.3.1.10Compare self to text in making connections between characters or simple events in a literary work with people and events in one’s own life and other cultures.
4) M.O.A2.2.3 .
Define complex numbers, simplify powers of ‘i’, perform basic operations with complex numbers, and give answers as complex numbers in simplest form