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Description: Some students with disabilities have difficulty reading print and other learning materials and need specialized formats called “accessible instructional materials” (AIM). IDEA requires schools provide AIM to K-12 students who need them. What is AIM? Does my child need AIM? How is it accessed? Dr. Nicci Dowd with AIM-VA helps us connect the dots. Presented by: Dr. Nicci Dowd, AIM-VA
Description: This document provides detailed directions on how to make accessible eduational materials using Microsoft Word.
Description: A core component of a high-quality early education experience is that children are provided opportunities, experiences and materials that allow them to engage deeply within developmental/early learning domains to build their school readiness skills. Virginia's Foundation Blocks for Early Learning articulates the skills and knowledge young children need to demonstrate by the end of preschool in order to be successful in kindergarten. Using effective curricula helps ensure that children are...
Description: Virginia Alternate Assessment Program (VAAP)VAAP Participation CriteriaStudent Information Student Name: Click here to enter text. Date of Birth: Click here to enter text.State Testing Identifier (STI): Click here to enter text.Current Grade of Enrollment: Click here to enter text.Diploma Program(s): Click here to enter text. School Division Information School Division Name: Click here to enter text. School Name: Click here to enter text. School Content Teacher: Click here to enter text. Date:...
Description: Instructional Priorities Planning SheetStudent: __________________________Grade: ___________________Name of Person: ___________________Position/Role: ___________________Directions: Review the following Aligned Standards of Learning academic subject areas. For EACH subject area select the top instructional priorities for the target student throughout the school year. Use the present level of performance as well as other documents to determine what is appropriate for each individual...
Description: Aligned Standards of Learning ResourcesInstructional Strategies for StudentsAligned Standards of Learning ResourcesInstructional Strategies for StudentsINSTRUCTIONAL AND ENVIRONMENTAL STRATEGIES: Use manipulatives to support active learningUse hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement, and provide extra time for exploration and play with manipulatives before requiring student to complete tasksTeach...
Description: Aligned Standards of LearningMathematics Instructional StrategiesAligned Standards of LearningMathematics Instructional StrategiesGENERAL MATH STRATEGIES: Use adapted writing tools for any paper/pencil work (e.g. pencil grips, pencils on splints, wrist supporters, arm stabilizers)Use word walls containing important and current math curricula vocabulary (including picture clues for word meaning)Enlarge the text of any written materials or instructionsBreak down all instructions into simple 2-5...
Description: DOMAIN: VOCATIONAL SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Career Awareness SkillsIdentifies rewards of working (i.e., personal values, wages, personal and social relationships)Relates career goals to personal goalsIdentifies economic reasons for working at a job.Identifies positive/negative aspects of...
Description: DOMAIN: SELF-DETERMINATION SKILLSStudent: _____________________School Year: __________________Skill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Choice-Making Makes choices regarding supports, accommodations, and activities.Decision MakingMakes meaningful decisions related to academic and leisure activities.Problem...
Description: DOMAIN: Home Living SkillsSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill?Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)House Keeping Skills Disposes of garbageCleans floorsDusts FurnitureClears couches, chairs, tables, of trash and/or magazinesReturns items to proper storage areaCleans windows and mirrorsCleans bedroomCleans bathroomHangs clean...
Description: DOMAIN: SOCIAL SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Self-awareness SkillsReacts appropriately to environmental stimulationDemonstrates appropriate responses to emotionsAdapts to changes in routine/ environmentDemonstrates ability to deal with stressDemonstrates knowledge of personal interests and...
Description: DOMAIN: SELF-MANAGEMENTSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill?Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Eating SkillsDrinksChews/swallowsEats finger foodsUses table utensilsDressing SkillsIdentifies clean vs. soiled clothingSelects/wears appropriate clothing/accessoriesPuts on/takes off clothingPuts on/takes off shoesDemonstrates use of a variety of...
Description: DOMAIN: COMMUNITY ACCESS SKILLSCommunity Mobility SkillsSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Understands how to tolerate different situations in the community (i.e. tolerates change in routine, functions appropriately in a variety of settings and situations)Negotiates a variety of environmentsDemonstrates self...
Description: ASOL HISTORY/SOCIAL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL HISTORY/SOCIAL SCIENCE – MATRIXBased on the 2008 History/Social Science Standards of LearningReporting CategoryElementary SchoolMiddle SchoolHigh SchoolHistory (HS-H)HS-H 1HS-H 2HS-H 3HS-H 4HS-H 5HS-H 6HS-H 7HS-H 8HS-H 9HS-H 10HS-H 11HS-H 12HS-H 13HS-H 14HS-H 15HS-H 16HS-H 17HS-H 18HS-H 19HS-H 20HS-H 21HS-H 22HS-H 23HS-H 24HS-H 25HS-H 26HS-H 27HS-H 28HS-H 29HS-H 30HS-H 31HS-H 32HS-H 33HS-H 34HS-H 35HS-H 36HS-H 37HS-H 38Geography...
Description: DOMAIN: COMMUNICATION SKILLSSkill LevelEmerging: EPartial: PSkillful: SInstructional Priority for this year?Yes/NoAre there any ASOL that might be embedded in this skill? Yes/NoIf Yes, which ones:(Note: not all skills have embedded academic components)Early Communication SkillsScans/searches immediate environmentDemonstrates awareness of cause/effectUses switchesParticipates in computer activitiesDemonstrates identifiable communicative intentReceptive Communication SkillsResponds to...
Description: Communication Style AssessmentIndividual’s name:Age:Completed by:Date:How does the individual generally make himself or herself understood (e.g., vocalizing, gestures, graphic, object cues)?How do you communicate with the individual?What kinds of information does the individual communicate spontaneously?How does the individual gain your attention when you are not paying attention to him or her?How does the individual ask questions for information, personal needs, and directions?When the...
Description: ASOL READING SCOPE AND SEQUENCE MATRIX:ASOL READING – MATRIXBased on the 2010 English Standards of LearningReporting CategoryGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8High SchoolUse word analysis strategies and word reference materials3E-RW 13E-RW 23E-RW 33E-RW 43E-RW 53E-RW 63E-RW 74E-RW 15E-RW 16E-RW 17E-RW 18E-RW 1HSE-RW 1HSE-RW 2HSE-RW 3Demonstratecomprehension of fictional texts3E-CF 13E-CF 24E-CF 15E-CE 1 6E-CF 17E-CF 18E-CF 1HSE-CF 1HSE-CF 2HSE-CF 3Demonstrate comprehension of nonfiction...
Description: ASOL WRITING SCOPE AND SEQUENCE MATRIX:ASOL WRITING – SUMMARY MATRIXBased on the 2010 English Standards of LearningReporting CategoryGrade 8High SchoolResearch, plan, compose,and revise for a variety ofpurposes8E-WP 18E-WP 28E-WP 38E-WP 48E-WP 58E-WP 6HSE-WP 1HSE-WP 2HSE-WP 3HSE-WP 4HSE-WP 5HSE-WP 6Edit for correct use oflanguage, capitalization,punctuation, and spelling8E-WE 18E-WE 28E-WE 3HSE-WE 1HSE-WE 2HSE-WE 3HSE-WE 4Revised-June 2014
Description: ASOL MATHEMATICS SCOPE AND SEQUENCE MATRIX: ASOL MATHEMATICS– SUMMARY MATRIXBased on the 2009 Mathematics Standards of Learning Reporting CategoryGrade 3Grade 4 Grade 5 Grade 6Grade 7Grade 8High SchoolNumber, Number Sense, Computation and Estimation3M-NSCE 13M-NSCE 23M-NSCE 33M-NSCE 43M-NSCE 53M-NSCE 63M-NSCE 74M-NSCE 14M-NSCE 24M-NSCE 34M-NSCE 44M-NSCE 55M-NSCE 15M-NSCE 25M-NSCE 35M-NSCE 46M-NSCE 16M-NSCE 26M-NSCE 36M-NSCE 46M-NSCE 57M-NSCE 17M-NSCE 27M-NSCE 38M-NSCE 18M-NSCE 28M-NSCE...
Description: ASOL SCIENCE SCOPE AND SEQUENCE MATRIX:ASOL SCIENCE – MATRIXBased on the 2010 Science Standards of LearningReporting CategoryGrade 5 Grade 8High SchoolScientific Investigation5S-SI 15S-SI 28S-SI 18S-SI 28S-SI 3Scientific Investigation and the Nature of ScienceHSS-SI 1HSS-SI 2Force, Motion, Energy and Matter5S-FME 15S-FME 25S-FME 35S-FME 45S-FME 58S-FME 18S-FME 28S-FME 38S-FME 48S-FME 5Life Processes and Living Systems5S-LPS 15S-LPS 25S-LPS 35S-LPS 4Life Systems8S-LS 18S-LS 28S-LS 38S-LS 48S-LS...
Description: Communication“Communication is the key to learning, for much of what we learn depends on interactions with others. Communication is an essential skill that for many individuals with severe disabilities can be very difficult. Even expressing very basic needs can require significant effort for an individual who must overcome physical, sensory, and intellectual disabilities to do so. Educators must help all individuals communicate by providing appropriate motivation, keeping expectations high, and...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? • Visual orientation Yes/No • Touching Yes/No • Smiling Yes/No • Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description: GUIDANCE DOCUMENT: VAAP Participation Criteria and the Determination of Significant Cognitive DisabilitiesThis document provides Individualized Education Program (IEP) Teams with additional information to guide their decision making related to students’ participation in the Virginia Alternate Assessment Program (VAAP). This guidance document focuses on the second question on the VAAP Participation Criteria, “Does the student have a significant cognitive disability?”In making an assessment...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, time telling, and...
Description: SCIENCE ALIGNED STANDARDS OF LEARNING GRADE 3 Reporting Category: Scientific Investigation [Reasoning and Logic] 3S-SI 1 The student will demonstrate an understanding of scientific reasoning, logic, and (SOL 2.1) the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or...
Description: WRITING ALIGNED STANDARDS OF LEARNING GRADE 5 Reporting Category: Research, plan, compose, and revise for a variety of purposes 5E-WP 1 The student will (SOL 2.12) a) select a topic and use drawing, dictating, or writing to compose a message with one fact about the topic; b) select an event or personal experience and use drawing, writing, or dictating to compose a message about it; c) add more information to own drawing, dictating, or writing to strengthen the message. 5E-WP 2 The student will...
Description: GENERAL READING STRATEGIES: • Use slant boards, wedges, or easels for easier viewing of materials • Secure books and other reading materials to student’s desk with clamps, bungee cords, tape, or Velcro • Use visual aids (e.g., objects, pictures), to help stimulate ideas for discussion or for projects • Provide adaptive surfaces for reading materials (slant boards, easels, non-slip padding) • Use adapted writing tools for any writing assignments (e.g., pencil grips, pencils on splints, wrist...
Description: GENERAL MATH STRATEGIES: • Use adapted writing tools for any paper/pencil work (e.g. pencil grips, pencils on splints, wrist supporters, arm stabilizers) • Use word walls containing important and current math curricula vocabulary (including picture clues for word meaning) • Enlarge the text of any written materials or instructions • Break down all instructions into simple 2-5 word steps • Model all activities and directions • Provide prepared sheets for any written assignments (include organized...
Description: INSTRUCTIONAL AND ENVIRONMENTAL STRATEGIES: Use manipulatives to support active learning Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement, and provide extra time for exploration and play with manipulatives before requiring student to complete tasks Teach the meaning of key vocabulary words with object and picture models Provide an example of a correctly solved problem at the beginning of the lesson...
Description: History and Social Science Aligned Standards of Learning Sample Activities: Economics 2007-2008 Economics 1 ASOL: HS-E1: The student will match simple descriptions of work that people do with the names of those jobs. Sample Activity: Have students go on a field trip to visit community helper environments (hospital, police station, fire station, fast food restaurant, post office, retail store/grocery). Assign school responsibilities (daily lunch count, attendance, etc.). Play an instrucional game...
Description: NO TECH/LIGHT TECH • Use page fluffers, page turners, and page extenders to assist with turning of pages • Enlarge the text of any written materials • Use post-its and/or highlighters in written materials to emphasize important words, concepts, vocabulary, and paragraphs • Use plastic page protectors for easier turning of pages in books • Use slant boards, wedges, or easels for easier viewing of materials • Laminate pages of books or any paper materials for easier turning • Use a three ring...
Description: History and Social Science Aligned Standards of Learning Sample Activities: Geography 2007-2008 Geography 1ASOL: HS-G1: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front. Sample Activity: Students will play the game I Spy looking for things in their classroom. Using a card file of pictures of familiar objects in the room, one student will draw a card. The student will...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: Economics2007-2008ASOL: FORMTEXT HS-E1: The student will match simple descriptions of work that people do with the names of those jobs.Sample Activity: FORMTEXT Have students go on a field trip to visit community helper environments (hospital, police station, fire station, fast food restaurant, post office, retail store/grocery). Assign school responsibilities (daily lunch count, attendance, etc.). Play an...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: Geography2007-2008ASOL: FORMTEXT HS-G1: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.Sample Activity: FORMTEXT Students will play the game I Spy looking for things in their classroom. Using a card file of pictures of familiar objects in the room, one student will draw a card. The...
Description: History and Social Science Aligned Standards of Learning Sample Activities: Civics 2007-2008 Civics 1Civics ASOL HS-C3: The student will apply the traits of a good citizen by: a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect. Sample Activity: After a discussion of ways that we help each other in the classroom or general school environment, the teacher will record examples on a chart to be posted. The examples should be represented by...
Description: History and Social Science Aligned Standards of Learning Sample Activities: History 2007-2008 History 1 ASOL: HS-H1:The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln. Sample Activity: Teacher will introduce George Washington by reading short stories, watching videos, and/or by discussing details about...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: Civics2007-2008CivicsASOLHS-C3: The student will apply the traits of a good citizen by:a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect. Sample Activity: After a discussion of ways that we help each other in the classroom or general school environment, the teacher will record examples on a chart to be posted. The examples should be represented by...
Description: 34290034290000History and Social ScienceAligned Standards of LearningSample Activities: History2007-2008ASOL: FORMTEXT HS-H1:The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln. Sample Activity:Teacher will introduce George Washington by reading short stories, watching videos, and/or by discussing...
Description: Instructional Activity Resources for HSM-EO 1 Algebraic Expressions Directions: Match the algebraic expression to the correct picture. Card 1 = d + 1 = 3 Card 2 = h + 3 = 5 Card 3 = x + 2 = 8 Card 4 = r + 5 = 13 Card 5 = 4g = 12 Card 6 = 2b = 8 Card 7 = 5p = 15 Card 8 = 3c = 9 Match Algebraic Expressions to Their Meaning A number times 75 35 + t A number minus 35 d - 30 A number divided by 30 r - 45 The sum of 35 and a number g ÷ 5 The quotient of a number and 5 C ÷ 30 The product of a number...
Description: Instructional Activity Resources for HSM-EO 1Algebraic ExpressionsDirections: Match the algebraic expression to the correct picture.Match Algebraic Expressions to Their MeaningSentenceExpressionA number times 7535 + tA number minus 35d - 30A number divided by 30r – 45The sum of 35 and a numberg ÷ 5The quotient of a number and 5C ÷ 30The product of a number and 25y - 35A number decreased by 455 + pfive more than a number25 fThirty less than a numberX • 75Instructional Activity Resources for...
Description: High School - Mathematics Reporting Category Standard Essential Skills and Knowledge Related Basic Skill or Concept Sample Instructional Activities Expressions and Operations HSM-EO 1 The student will a) match an algebraic expression involving one operation to represent a given word expression with an illustration. ? Understand an expression is a name for a number ? Understand an equation is a mathematical sentence that states that two expressions are equal ? Match the algebraic expression to...
Description: Reporting CategoryStandardEssential Skills and KnowledgeRelated Basic Skill or ConceptSample Instructional ActivitiesExpressions and OperationsHSM-EO 1The student willmatch an algebraic expression involving one operation to represent a given word expression with an illustration.Understand an expression is a name for a numberUnderstand an equation is a mathematical sentence that states that two expressions are equalMatch the algebraic expression to the correct illustration.Match algebraic...
Description: Instructional Activity Resources for 8M-PSPFA 1 Student # Age (x-axis and independent variable) Shoe Size (y-axis and dependent variable) # of texts/day (y-axis and dependent variable) # of hours of TV/day (y-axis and dependent variable) # liked cartoons (y-axis and dependent variable) 1 14 7 1500 1 ½ 3 2 14 8 0 2 3 3 14 11 ½ 150 12 4 4 13 10 ½ 500 5 6 5 14 10 ½ 2500 6 2 6 13 12 11 550 3 5 7 14 7 400 5 6 8 14 7 ½ 700 3 3 9 12 9 ½ 150 2 7 10 12 8 150 1 8 11 11 6 ½ 150 ¾ 8 12 12 6 ½ 15 3 6 13 12 6...
Description: Student #Age(x-axis and independent variable)Shoe Size(y-axis and dependent variable) # of texts/day (y-axis and dependent variable) # of hours of TV/day (y-axis and dependent variable) # liked cartoons (y-axis and dependent variable) 114715001 ½3214802331411 ½ 15012441310 ½ 5005651410 ½ 25006261312 11550357147400568147 ½ 700339129 ½ 15027101281501811116 ½ 150¾ 812126 ½ 153613126 ½ 200½ 614126 150½7151167528Instructional Activity Resources for 8M-PSPFA 1Student #Age(x-axis and independent...
Description: Instructional Activity Resources for 8M-NSCE 1 123 154 239 241 113 71 240 307 ones tens hundreds 0 1 2 3 4 5 6 7 8 9 + + Compose and Decompose Numbers 726 700 500 20 40 6 8 465 400 600 70 60 5 4 152 200 100 30 50 2 1 897 800 900 90 10 7 3 Instructional Activity Resources for 8M-NSCE 2 Subtraction With Like Denominators with Shaded Pieces - 1 2 2 2 - 1 4 3 4 - - Subtraction With Like Denominators 5 8 2 8 - - 3 3 - 1 3 - Subtraction With Like Denominators without Shaded Pieces - 1 2 2 2 - 1 4 3 4...
Description: Instructional Activity Resources for 8M-NSCE 1Compose and Decompose NumbersInstructional Activity Resources for 8M-NSCE 2 Subtraction With Like Denominators with Shaded PiecesSubtraction With Like DenominatorsSubtraction With Like Denominators without Shaded PiecesSubtraction With Like DenominatorsInstructional Activity Resources for 8M-NSCE 3100's GridInstructional Activity Resources for 8M-MG 1Building AnglesDirections:Connect angle legs with a brad. Have students build right angles, less than...
Description: 8th Grade - Mathematics Reporting Category Standard Essential Skills and Knowledge Related Basic Skill or Concept Sample Instructional Activities Number, Number Sense, Computation and Estimation 8M-NSCE 1 The student will a) compose and decompose numbers to three digits. ? Understanding of ones, tens, and hundreds place ? Understanding value of 3-digit numbers ? Writing numbers ? Model and build one, two, and three digit numbers using place value blocks. Ex. Show that 89 is 8 tens and 9 ones....
Description: Reporting CategoryStandardEssential Skills and KnowledgeRelated Basic Skill or ConceptSample Instructional ActivitiesNumber, Number Sense, Computation and Estimation 8M-NSCE 1The student willcompose and decompose numbers to three digits.Understanding of ones, tens, and hundreds placeUnderstanding value of 3-digit numbersWriting numbersModel and build one, two, and three digit numbers using place value blocks.Ex. Show that 89 is 8 tens and 9 ones.Ex. Distinguish the value of the digits in 253...
Description: Instructional Activity Resources for 7M-NSCE 1 Adding with Like Denominators with Shaded Pieces + 1 2 1 2 + 1 4 2 4 + + Adding with Like Denominators 4 8 3 8 + + 1 3 + 1 3 + Instructional Activity Resources for 7M-NSCE 1 Adding with Like Denominators Without Shading + 1 2 1 2 + 1 4 2 4 + + Adding with Like Denominators 4 8 3 8 + + 1 3 + 1 3 + Instructional Activity Resources for 7M-NSCE 3 RATIO PICTURE CARDS Baseball Score Nationals Orioles 7 2 RATIO PICTURES Basketball Score Wizards Lakers 78...
Description: 7th Grade - Mathematics Reporting Category Standard Essential Skills and Knowledge Related Basic Skill or Concept Sample Instructional Activities Number, Number Sense, Computation and Estimation 7M-NSCE 1 The student will a) add fractions with like denominators (halves, thirds, fourths, and tenths) so the solution is less than or equal to one. ? Name and identify fractional parts from a whole ? Recognize that shapes can be cut into equal and/or unequal parts ? Understand that equal parts can be...