Math SOP Rubric

Math Standards of Practice Self-Assessment

Directions: When considering your current level of understanding, mark each box as a strength or a need in the area of Pre-knowledge, Knowledge, Instruction or Integration. Think about all the students on your caseload from those students with severe additional disabilities to those students who are typically developing from birth to twenty-one years of age. Strength = strongly confident in this area while providing instruction Need = further professional development needed Select your top 3 needs and prioritize them in the last column by marking the top need as 1, second as 2, and third as 3. You may also use this column for notes to remind you why you answered as you did as well as identifying areas of strength/passion.

Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Use of knowledge ___ EVALS Uses assessment information Uses FVA/LMA to determine Additional Notes assessments Needs ___Oregon Project to inform instruction appropriate method(s) for Any certain level/type of resources to ___ FVA students to access the math student? meet the ___ LMA curriculum, materials and knowledge ___ SAM tools used, and ways the standard ___ SLK student will submit work. ___ Iowa Assessment (Methods for access are ___ Essential Elements addressed in the IEP and http://tinyurl.com/EssentialEle integrated into instruction) m (formerly Iowa Alternate Assessment) Strength Need ___ other school Strength Need assessments

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Goal Writing knowledge Knows the components of Writes an appropriate goal Communicates with family, Additional Notes Needs writing an effective goal as it based on assessments in the LEA/AEA staff (including Any certain level/type of resources to relates to the Iowa Core area(s) of need, monitors paraeducators), caregivers, student? meet the Mathematics. according to AEA students and appropriate knowledge expectations, creates a graph outside agencies to integrate standard Strength Need to monitor, and adjusts the support of math goal(s) and goal using instructional phase goal progress during changes, if needed. classroom activities.

Strength Need Strength Need

Revised 11-14-14 Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & TVI knowledge Knows and uses the Uses information from school Effectively utilizes Additional Notes Networking Needs communication preferences of staff and personnel to make communication preferences to Any certain level/type of Skills (i.e. resources to the school staff and personnel decisions about vision-specific synchronize services between student? phone, e-mail, meet the to learn what is being taught and multi-sensory the TVI and the face-to-face) knowledge and used in the math instructional needs. classroom/special education standard classroom or special setting and uses education setting. Strength Need coaching/consulting to increase the skills of school Strength Need staff.

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Develop motor knowledge Possesses knowledge of Provides instruction using Works with and models for the Additional Notes skills Needs instructional strategies and/or strategies and/or curriculums educational team how to Any certain level/type of resources to curriculums to support motor to support motor skill integrate instructional student? meet the skill development development when building strategies and/or curriculums knowledge math concepts. that support motor skill standard. Strength Need development when building Strength Need math concepts.

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Develop knowledge Possesses knowledge of Provides instructional Works with the educational Additional Notes auditory skills Needs instructional supports opportunities to develop team to integrate Any certain level/type of resources to necessary to interpret auditory auditory skills opportunities to develop student? meet the materials auditory skills knowledge Strength Need standard. Strength Need Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Iowa Early knowledge Knows how to access the Provides instruction using Communicates with family, Additional Notes Learning Needs IELS online and what it states IELS standards caregivers, & LEA/AEA staff Any certain level/type of Standards resources to for learning per student working with the learner to student? (IELS) meet the needs. Strength Need integrate IELS in the home, at knowledge http://tinyurl.com/IAELS school, and in the community. standard. Strength Need Strength Need

Revised 11-14-14 Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Early Math knowledge Knows how to support Provides meaningful Communicates with sp ed Additional Notes Concepts Needs development of early math instruction in early math teacher, para-educator(s), Any certain level/type of resources to concepts such as: object concepts. appropriate LEA/AEA staff, student? meet the permanence, systematic For example, routines, and family to integrate knowledge search patterns, part to whole calendars, active learning, developmentally appropriate standard. learning, categorization, sorting and pattering early math concepts. organization, counting, activities, searching for and comparing, patterning, handling objects. Strength Need sorting, classifying and measurement. Strength Need

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Math Access knowledge Is aware of a variety of Teaches students how and Ensures family, LEA/AEA staff Additional Notes Methods Needs methods that students can when to use the identified (including paraeducators), Any certain level/type of (accessible resources to use to access all portions of methods/devices to access all caregivers, students and student? materials/textb meet the the math curriculum (board, portions of the math appropriate outside agencies ook, knowledge notes, book, graphics etc.) curriculum including their have a working knowledge of near/distance standard and identifies which are math textbook. when and how students viewing appropriate. should use certain identified device, large Uses the student's textbook methods/devices to access all print, Strength Need during instruction. portions of the math computer, curriculum. calculators, Strength Need etc.) Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Math knowledge Accesses and uses the Iowa Uses the knowledge of a Ensures student’s educational Additional Notes Curriculum Needs Core student’s learning needs needs are met at home, in the Any certain level/type of resources to http://tinyurl.com/IowaCoreMa (behavior, learning difficulties, classroom, community, and in student? Knows how to meet the th and the Essential Elements vision-related, Nemeth, other school environments differentiate knowledge http://tinyurl.com/EssentialE to technology) and information (SPED, with paraeducators, instruction standard determine each student’s about what is currently being study hall). based on math related needs and taught in the classroom or student needs demonstrates a basic special education setting to Strength Need and the understanding of math inform instruction in the curriculum. content and vocabulary. Also necessary skills. (What needs consider: calendars, routines, to be taught SAM, Experience & Concepts Strength Need vs. How to books/boxes, and Active teach it – Need Learning strategies. both) Strength Need

Revised 11-14-14 Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Nemeth Code knowledge Knows or utilizes multiple Uses a variety of resources Communicates to family, Additional Notes (See List Needs resources for understanding and teaching strategies to LEA/AEA staff (including Any certain level/type of Below) resources to the Nemeth Code and UEB provide instruction in both paraeducators), caregivers, student? meet the Math, including indicators for reading and writing of the students and appropriate *rare instances knowledge going between UEB and Nemeth Code (*or UEB outside agencies how Nemeth of UEB Math standard Nemeth code. Math). code (*or UEB math) is used (See state for math instruction and policy) Strength Need Uses formative (ongoing) application. Also explains the assessment to guide differences between print vs. instruction. Nemeth layouts and how the differences might impact Strength Need understanding. (i.e. fractions)

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Nemeth knowledge Knows how to use math Teaches students how to Provides instruction to Additional Notes Translation Needs translation software to articulate to paraeducators or paraeducators in the use of Any certain level/type of Software resources to translate math into Nemeth teachers when something is math translation software student? (MegaDots, meet the code not showing up correctly in and/or math-related Duxbury, knowledge Nemeth code technology. If necessary, Tiger, Braille standard Strength Need reviews Nemeth translation by 2000, etc.) Strength Need LEA/AEA staff to minimize errors.

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Abacus knowledge Uses knowledge of types of Uses identified abacus and Effectively explains to family, Additional Notes (See List Needs abacuses/abaci and abacus method to teach students and LEA/AEA staff (including Any certain level/type of Below) resources to methods along with student uses formative (on-going) paraeducators), caregivers, student? meet the learning style to determine the assessment to guide students and appropriate knowledge most appropriate method and instruction. outside agencies how the standard type of abacus for a student. identified abacus is used for Strength Need math calculations including Strength Need use of correct abacus terminology when communicating.

Strength Need

Revised 11-14-14 Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Manipulatives knowledge Accesses the APH catalog Teaches students the Helps to develop a plan for Additional Notes and Tools Needs and the IESBVI list of math appropriate use of math communication between Any certain level/type of (See IESBVI resources to tools and manipulatives in manipulatives and helps family, LEA/AEA staff student? Website, Math meet the order to obtain appropriate students identify the location (including paraeducators), and Science, knowledge materials for students and of needed materials and who caregivers, students and Math Tools) standard also communicates with the is responsible for which items. appropriate outside agencies student’s teacher to inform about the location and decisions on tools and Strength Need movement of current manipulatives. materials, access to needed materials and how materials Strength Need should be used.

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Creating tactile knowledge Utilizes APH and other Instructs students on how to Helps determine whether a Additional Notes graphics Needs materials along with BANA’s make their own line plots, bar tactile graphic needs to be Any certain level/type of resources to Guidelines and Standards for graphs, number lines, etc. created, trains paraeducators/ student? meet the Tactile Graphics when (See List Below) staff to utilize needed knowledge creating tactile graphics. resources when creating standard http://www.brailleauthority.org/ Strength Need tactile graphics. If necessary, tg/ reviews the final product.

Strength Need Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Tactile knowledge Accesses: Utilizing available classroom Communicates with family, Additional Notes Graphics Needs 1) The tactile graphics section materials, instructs students in LEA/AEA staff (including Any certain level/type of resources to of the TSBVI EVALS kit titled strategies to help them read paraeducators), caregivers, student? meet the “Tactile Graphics Skills for tactile graphic(s) effectively. students and appropriate knowledge Math” for assessment Uses formative (ongoing) outside agencies about how standard 2) APH’s “Setting the Stage assessment to guide students access tactile for Tactile Understanding Kit: instruction. graphics, how to learn what a Making Tactile Pictures Make student is seeing, and how to Sense” for early learning of Strength Need help them find/interpret what tactile graphics. they are not seeing/understanding. Strength Need Strength Need

Revised 11-14-14 Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Technology knowledge Determines appropriate Provides instruction to Facilitates communication Additional Notes proficiency Needs technology for student use students in the use of math with family, LEA/AEA staff Any certain level/type of (See List resources to and accesses the IESBVI related technology including, if (including paraeducators), student? Below) meet the website to obtain information needed, how to send/receive caregivers, students and knowledge about and also learn how to math assignments. appropriate outside agencies standard operate appropriate about the student's technology for students. Strength Need technology and use of technology in the classroom. Strength Need Provides support toward independent use of math technology.

Strength Need Area Pre- Knowledge Instruction Integration Overall Needs, Strengths, & Perkins knowledge Knows or utilizes a variety of Teaches students to set up Communicates effectively with Additional Notes Braillewriter Needs resources to understand how and solve math problems on family, LEA/AEA staff Any certain level/type of resources to to set up and solve math the Perkins Braillewriter both (including paraeducators), student? meet the problems on the Perkins horizontally and spatially. caregivers, students and knowledge Braillewriter both horizontally Uses formative (ongoing) appropriate outside agencies : standard and spatially. assessment to guide 1) to ensure that Perkins instruction. Braillewriter instruction is Strength Need aligned with classroom math Strength Need instruction 2) how the Perkins Braillewriter is used for math calculations and thought processes. 3) ensures access to a Perkins Braillewriter both at school and at home

Strength Need

Revised 11-14-14 Nemeth Code List  Numbers  Subscripts  Union/Intersection  Addition  Baseline Indicator  Parallel/Perpendicul  Subtraction  Plus/minus () ar  Multiplication (x)  Scientific Notation  Square, Rectangle,  Multiplication (●)  Negative numbers Parallelogram, Triangle, Angle, Circle  Division (÷)  Square root  Degree symbol  Long  Other roots/radicals  Segments, Rays, Division/Remainders  Vertical bar Lines, Vectors, Arcs  Comma (Absolute value, Matrices,  Similar to,  Decimal Synthetic Division, Such That) Congruent to,  Dollar sign Approximately equal to  Cent sign  Parentheses, Brackets, Braces  Symbol for feet &  Percent sign inches  Factorial !  Simple Fraction  2-column proofs  Number e  Mixed Number Spatial (2.71828)   Equals sign arrangements  Logarithms/Trigono English Language  Not equal to metry  Indicator (ELI)  Less than/Greater  Greek Letters Punctuation than (Pi,Sigma,Delta)  Indicator (PI)  Exponents  Empty set (Superscript) ------Abacus List Types: ● beginner’s Methods: Skills: ● expanded beginner’s ● counting method  setting/clearing ● Cranmer ● cranmer method  adding ● Large bead Cranmer ● paper-compatible method  subtracting ● EZeeCOUNT  multiplying  dividing  money  decimals ------Tactile Graphics List  Frequency  Circle graphs  Stem and leaf plots Distribution (tally marks)  Line plots  Box and Whisker  Number lines  Bar graphs Plots  Open number lines  Pictographs  Scatter Plots   ------ Technology List  iPad, iPhone, & apps  Math writing software like Math Type, Equation Editor, Scientific Notebook  Accessing the board with an electronic magnification device, Mimio, or apps like Join.me  Perkins brailler AND notetaker for writing math  Printers and embossers  Computer software

Revised 11-14-14  Calculators  basic vs. scientific vs. graphing  talking vs. large print vs. iPad/iPhone vs. notetakers     Resources Available Online at http://www.iowa-braille.k12.ia.us/ in the MATH & SCIENCE section   Calculators o Basic 4-Function Calculators o Graphing Calculators o Scientific and Notetaker Calculators  IPad Apps o iPad Apps for Math (Non-Calculator) o iPad Apps for Science (Non-Calculator) o iPad Calculators (Basic, Scientific, and Graphing)  Linear Measurement o All metric and standard rulers and devices for linear measurement  Math Lessons o Algebra and Graphing o Data Analysis and Probability o Early Learning o Geometry o Measurement o Number and Operations  Math Resources o Nemeth on the Braille Note Apex o Nemeth Lessons and Handouts o Sending Teacher Notes to a Student Computer or iPad o Tactile Graphics o Translation Software o Websites with Resources  Math Tools o Abacus o Algebra and Graphing o Data Analysis and Probability o Early Learning o General Manipulatives and Boards (Magnetic and/or Velcro) o Geometry o Number and Operations o Number Lines o Time and Money  Science Lessons o Science Software o Astronomy o Biology o Labs and Measurement o Chemistry o FOSS Unit Adaptations

Revised 11-14-14  Science Resources o General Science Resources o Sending Teacher Notes to a Student Computer or iPad o Websites with Resources  Science Tools o Liquid Measurement o Microscopes o Temperature o Science Tools Teacher Checklist 

Revised 11-14-14