Ohio ABLE Standards Implementation Portfolio

* This information has been adapted from the Ohio ABLE Standards Implementation Portfolio – Summer 2003. For the full document, please see the resources section.

INTRODUCTION TO ABLE’S REVISED STANDARDS

To ensure continuous improvement Ohio ABLE adopted the national Equipped for the Future (EFF) content standards for math, reading, and writing in February 2001. Following the adoption of the EFF standards, task forces of ABLE practitioners with expertise in the three content areas developed and validated Ohio’s revised standards for math, reading, and writing. Ohio’s revised standards replaced the original standards and competencies (listed on the Documentation Logs) beginning July 1, 2003. This document presents Ohio’s revised standards for math, reading, and writing.

The purpose of this document is to introduce and clarify Ohio’s revised standards for math, reading, and writing. This guide will

explain the standards revision process and
present the revised standards.

What Are Standards?

Standards are broad statements of what students should know and be able to do. They define the content and process used to make decisions about planning, teaching, and assessing.

illustration of

Students should be at the center of the planning, teaching, and assessing cycle. For example:

Planning: Students are integral in developing the Individual Learning Plan.
Teaching: In collaboration students and teachers develop activities that are grounded in what students already know using materials such as newspapers or magazines that are familiar to students.
Assessing: Students evaluate their own progress toward goals and collaborate with the teacher on the selection of evidence for the portfolio.

Benefits of Standards

Standards:

Provide a common language for students, teachers, administrators, and the community to discuss and understand Adult Basic and Literacy Education.
Increase students’ awareness of what they need to accomplish so they can make progress.
Encourage student participation in learning, fostering a student-centered environment.
Fit within the planning-teaching-assessing cycle.

Why Did Ohio ABLE Adopt Standards?

The National Reporting System (NRS) allows states to measure student progress and advancement with performance assessment and standardized assessment. To incorporate both performance and standardized assessments into its system, Ohio released the Uniform Portfolio System (UPS) in July 2000. Ohio’s standards are a vital part of the UPS and set the stage for the alignment of assessments, curriculum, and instruction. They also help to accomplish goals established in the ODE-ABLE Strategic Plan (i.e., Define and raise expectations of what ABLE students should know and be able to do.).

Why Were The Standards Revised?

To ensure continuous improvement, the Ohio ABLE standards were revised to:

Reflect the content and process of math, reading, writing;
Integrate the national EFF math, reading, and writing standards into the UPS;
Update the content of the standards by building and extending concepts across educational functioning levels;
Reflect feedback for needed improvement to the original standards and competencies;
Further support the planning-teaching-assessing cycle; and
Prepare for validation studies of the standards.

The math, reading, and writing standards were revised through a process of input, evaluation, and synthesis.

ABLE practitioners with content area and teaching expertise revised the standards by:

Input

Creating benchmark statements to support the standards
Collecting and incorporating state, national, and international standards resources, as needed

Evaluation

Reviewing multiple drafts during revision process

Synthesis

Revising draft documents based on evaluation of the benchmarks

How Do ABLE Programs Use Standards?

The following statements guided the revision process and are important to keep in mind as ABLE programs and practitioners transition to the revised math, reading, and writing standards:

Standards…

Are crucial to defining student success in Ohio’s Student Experience Model;
Focus student and teacher use of Ohio’s Uniform Portfolio System;
Enrich the ABLE classroom as a student-centered environment; and
Guide planning, teaching, and assessing.

How To Use The Standards Document

To understand the revised math, reading, and writing standards it is important to be aware of the structure of the standards and terms used to describe elements of the standards.

Each of the three standards (i.e., math, reading, and writing) is organized as follows:

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS:

By the end of Level 3, every Ohio ABLE student will know and be able to:

1	2.3.1	Identify prior knowledge about topic.
2	2.3.2	Select purpose (e.g., to be informed, to be entertained, to interpret, to solve problems) to focus reading.
3	2.3.3	Use knowledge of word parts (e.g., word families, prefixes, suffixes, root/base words, compounds, contractions, abbreviations, symbols, acronyms) to read.
4	2.3.4	Use word relationships (e.g., synonyms, antonyms, multiple meaning words, connotation, denotation, idioms) to read.
5	2.3.5	Use context clues (e.g., sentence and paragraph structure, definition, restatement, example) to comprehend text.
6	2.3.6	Use comprehension strategies (e.g., summarizing, predicting).
7	2.3.7	Use fix-up strategies (e.g., look back or read on, identify word errors, alter reading rate) when lack of understanding occurs.
8	2.3.8	Identify the unstated main idea and supporting details of the text.
9	2.3.9	Draw conclusions based on the information in the text (e.g., fact vs. opinion).
10	2.3.10	Connect new information with prior knowledge to address reading purpose.

The Components of Performance are a series of statements that collectively define each standard “in practice.” They describe the steps or process of the content area.

Benchmarks describe expected performance at a particular place on the NRS Educational Functioning Level continuum.

Benchmarks provide “seeing” and “documenting” for standards: before, during, after instruction.
Benchmark statements are provided for each content area (i.e., math, reading, and writing) within the six educational functioning levels of NRS.

Numbering of Benchmarks

Each benchmark has a unique three-digit number.

The first number indicates the content area (i.e., math = 1, reading = 2, and writing = 3). The numbers match to the content areas in alphabetical order.
The second number indicates the NRS level.
The third number indicates the benchmark number.

DEFINITIONS

Academic Standards – clearly defined statements and/or illustrations of what all students, teachers, schools, and school districts are expected to know and be able to do. Educators generally discuss three types of standards -Content Standards, Performance Standards, and Operating Standards.

Content Standards – describe the knowledge and skills that students should attain - often called the "what" of "what students should know and be able to do." They indicate the ways of thinking, working, communicating, reasoning, and investigating the important and enduring ideas, concepts, issues, dilemmas, and knowledge essential to the discipline.

Performance Standards – are concrete statements of how well students must learn what is set out in the content standards - often called the "be able to do" of "what students should know and be able to do." Performance standards specify "how good is good enough." They are the indicators of quality that specify how adept or competent a student demonstration must be.

Operating Standards – describe the conditions for learning. These can include specific expectations and additional guidelines for school districts, communities, and families to use in creating the best learning conditions for meeting student needs and achieving state and local educational goals and objectives.

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Benchmark – is the specific component of the knowledge or skill identified by an academic content, performance, or operational standard. It can be characterized as being declarative, procedural, or contextual in the type of knowledge it describes. Attainment is communicated through:

Performance Task – construction of a response

Performance Level – defined score point on formal assessment

Curriculum – is the way content is designed and delivered. It includes the structure, organization, balance, and presentation of expected or recommended study topics that address content standards and meet local expectations. A curriculum contains three primary elements: substance, purpose, and practice.

Substance communicates what should be taught. It is the field of instruction.

Purpose communicates why a topic should be taught. It is the context of instruction.

Practice communicates how a topic should be taught (and learned). It is the methodology of instruction, (including the methodology of collecting and using evidence of students’ learning to inform and to adjust instruction).

Assessment Features

Assessment begins at the student’s initial point of contact with the ABLE program and continues throughout the student’s involvement with the program
It involves both formal and informal evaluation of student progress and mastery of content
It provides the program, the instructor, and the student with the tools they need to make good decisions or re-think previous decisions about the educational process

Actions for Selecting Assessments

Offer a variety of assessment options to ensure accommodation of varied skills, goals, and learning styles
Select appropriate assessments for the population being served
Administer assessments properly and consistently
Choose assessments that determine appropriate instruction for individual students

What Should Assessment Do –

reflect the content that all students need to know and be able to do
enhance learning
promote equity
be an open process
promote valid inferences about learning
be a coherent process

Assessment Purposes

diagnose student strengths/needs
provide feedback on student learning
provide a basis for student evaluation

In Standards-Based Education

Student products and performance are assessed by criteria directly linked to the standards
Multiple sources of evidence are needed to document the attainment of any one standard. (i.e. Photo album vs. Snap shot)
A single source of evidence does not represent attainment

Adapted from Ohio Dept. of Education http://www.ode.state.oh.us/curriculum-assessment/Fall%20Regional%20Meeting/Standards_Assessment(sesionB)/frame.htm

Beginning Literacy (Level 1)
STANDARD:Use Math to Solve Problems and Communicate< To use math to solve problems and communicate, Ohio ABLE students should: Understand, interpret, and work with pictures, numbers, and symbolic information. Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension. Define and select data to be used in solving the problem. Determine the degree of precision required by the situation. Solve problem using appropriate quantitative procedures and verify that the results are reasonable. Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

Beginning Literacy (Level 1)

STANDARD:Use Math to Solve Problems and Communicate<

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.


BENCHMARKS:
By the end of Level 1, every Ohio ABLE student will know and be able to: 1.1.1 Count with understanding and recognize how many objects are in a set. 1.1.2 Connect number words and numerals to the quantities they represent. 1.1.3 Model meanings of addition and subtraction of one-digit whole numbers. 1.1.4 Identify U.S. currency and coins. 1.1.5 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature. 1.1.6 Recognize and identify simple two- and three-dimensional shapes. 1.1.7 Identify key features of simple everyday graphs and charts. 1.1.8 Continue simple patterns and sequences using colors, shapes, and numbers. 1.1.9 Choose to perform one-digit addition or subtraction, where appropriate. 1.1.10 Use problem solving strategies. 1.1.11 Use calculator to solve problems. 1.1.12 Identify the information necessary to solve the problem. 1.1.13 Round to the nearest 10. 1.1.14 Estimate to check the reasonableness of results. 1.1.15 Use calculator to confirm results. 1.1.16 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

Beginning ABLE (Level 2)

STANDARD: Use Math to Solve Problems and Communicate

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS: By the end of Level 2, every Ohio ABLE student will know and be able to:

1.2.1 Count with understanding and recognize how many objects are in a set.

1.2.2 Connect number words and numerals to the quantities they represent.

1.2.3 Model meanings of addition and subtraction of two- and three-digit whole numbers.

1.2.4 Perform multiplication facts through 12 x 12.

1.2.5 Divide two-digit numbers by one-digit numbers with no remainders.

1.2.6 Identify simple fractions.

1.2.7 Make change using U.S. coins and currency.

1.2.8 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature.

1.2.9 Find perimeter of polygons.

1.2.10 Identify key features of simple everyday graphs and charts.

1.2.11 Read and solve simple equations with addition and subtraction (e.g., 3 +  = 8).

1.2.12 Use substitution to determine solutions of equations.

1.2.13 Identify, continue, and construct patterns and sequences.

1.2.14 Choose to perform two- and three-digit addition or subtraction, where appropriate.

1.2.15 Use problem solving strategies.

1.2.16 Use calculator to solve problems.

1.2.17 Identify the information necessary to solve the problem.

1.2.18 Round to the nearest 100 or 1000.

1.2.19 Estimate to check the reasonableness of results.

1.2.20 Use calculator to confirm results.

1.2.21 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

Low Intermediate ABLE (Level 3)

STANDARD: Use Math to Solve Problems and Communicate

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS:

By the end of Level 3, every Ohio ABLE student will know and be able to:

1.3.1 Compare and order fractions.

1.3.2 Compare and order decimals.

1.3.3 Connect number words and numerals to the quantities they represent.

1.3.4 Model meanings of addition and subtraction of decimals.

1.3.5 Make change using U.S. coins and currency.

1.3.6 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature.

1.3.7 Find area of rectangular shapes.

1.3.8 Identify parallel lines, perpendicular lines, and intersecting lines.

1.3.9 Identify and write ratio and proportions.

1.3.10 Determine simple probabilities.

1.3.11 Collect and interpret data.

1.3.12 Use data to construct simple graphs, schedules, tables, and diagrams.

1.3.13 Find simple mean, median, mode, and range.

1.3.14 Solve simple equations using order of operations (i.e., multiplication, division, addition, subtraction) excluding parentheses and exponents.

1.3.15 Use substitution to determine solutions of equations, including formulas.

1.3.16 Identify, continue, and construct patterns and sequences.

1.3.17 Choose to perform addition, subtraction, multiplication, and division operations using whole numbers up to three digits, where appropriate.

1.3.18 Use problem solving strategies.

1.3.19 Use calculator to solve problems.

1.3.20 Identify the information necessary to solve the problem.

1.3.21 Apply concept of rounding to specified place value (i.e., thousandths through whole numbers).

1.3.22 Estimate to check the reasonableness of results.

1.3.23 Use calculator to confirm results.

1.3.24 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

High Intermediate ABLE (Level 4)

STANDARD: Use Math to Solve Problems and Communicate

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS:

By the end of Level 4, every Ohio ABLE student will know and be able to:

1.4.1 Compare and order negative integers.

1.4.2 Connect number words and numerals to the quantities they represent.

1.4.3 Model meanings of four basic math operations (i.e., addition, subtraction, multiplication, division) using whole numbers, fractions, and decimals.

1.4.4 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature.

1.4.5 Calculate perimeter and area of all shapes, including circles.

1.4.6 Calculate volume of rectangular shapes and cylinders.

1.4.7 Identify and write ratio and proportions.

1.4.8 Determine simple probabilities.

1.4.9 Collect and interpret data.

1.4.10 Use data to construct graphs, schedules, tables, and diagrams.

1.4.11 Find simple mean, median, mode, and range.

1.4.11 Solve simple equations using order of operations (i.e., multiplication, division, addition, subtraction) excluding parentheses and exponents.

1.4.12 Write simple equations using order of operations excluding parentheses and exponents.

1.4.13 Use substitution to determine solutions of equations, including formulas.

1.4.14 Identify, continue, and construct patterns and sequences.

1.4.15 Choose to perform addition, subtraction, multiplication, and division operations using whole numbers up to three digits, where appropriate.

1.4.16 Use problem solving strategies.

1.4.17 Use calculator to solve problems.

1.4.18 Identify the information necessary to solve the problem.

1.4.19 Apply concept of rounding to specified place value.

1.4.20 Estimate to check the reasonableness of results.

1.4.21 Use calculator to confirm results.

1.4.22 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

Low Adult Secondary EDUCATION (Level 5)

STANDARD: Use Math to Solve Problems and Communicate

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS:

By the end of Level 5, every Ohio ABLE student will know and be able to:

1.5.1 Compare and order equivalent forms of commonly used fractions, decimals, and percents.

1.5.2 Connect number words and numerals to the quantities they represent.

1.5.3 Model meanings of four basic math operations (i.e., addition, subtraction, multiplication, division) using whole numbers, fractions, and decimals.

1.5.4 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature.

1.5.5 Identify and name angles including right, supplementary, complementary, and vertical.

1.5.6 Find the third interior angle of triangles.

1.5.7 Identify and compute powers and roots.

1.5.8 Use ratio, proportions, and percents to solve word problems.

1.5.9 Use simple probabilities to predict outcomes.

1.5.10 Collect and interpret data.

1.5.11 Use data to construct graphs, schedules, tables, and diagrams.

1.5.12 Find simple mean, median, mode, and range.

1.5.13 Use order of operations (i.e., parentheses, exponents, multiplication, division, addition, subtraction) to evaluate expressions with variables.

1.5.14 Use substitution to determine solutions of equations, including formulas.

1.5.15 Identify, continue, and construct patterns and sequences.

1.5.16 Choose to perform addition, subtraction, multiplication, or division operations, using whole numbers, decimals, fractions, and/or percents, where appropriate.

1.5.17 Use problem solving strategies.

1.5.18 Use calculator to solve problems.

1.5.19 Identify the information necessary to solve the problem.

1.5.20 Apply concept of rounding to specified place value.

1.5.21 Estimate to check the reasonableness of results.

1.5.22 Use calculator to confirm results.

1.5.23 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

High Adult Secondary EDUCATION (Level 6)

STANDARD: Use Math to Solve Problems and Communicate

To use math to solve problems and communicate, Ohio ABLE students should:

Understand, interpret, and work with pictures, numbers, and symbolic information.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.
Define and select data to be used in solving the problem.
Determine the degree of precision required by the situation.
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.

The following benchmarks are statements that every Ohio ABLE student will demonstrate the ability to do in order to advance to the next NRS Educational Functioning Level.

BENCHMARKS:

By the end of Level 6, every Ohio ABLE student will know and be able to:

1.6.1 Compare and order equivalent forms of commonly used fractions, decimals, and percents.

1.6.2 Connect number words and numerals to the quantities they represent.

1.6.3 Model meanings of four basic math operations (i.e., addition, subtraction, multiplication, division) using whole numbers, fractions, and decimals.

1.6.4 Choose and use appropriate units and instruments to measure length, weight, capacity, time, and temperature.

1.6.5 Solve problems using the Pythagorean theorem.

1.6.6 Use ratio, proportions, and percents to solve problems.

1.6.7 Use simple probabilities to predict outcomes.

1.6.8 Collect and interpret data.

1.6.9 Use data to construct graphs, schedules, tables, and diagrams.

1.6.10 Find simple mean, median, mode, and range.

1.6.11 Use order of operations (i.e., parentheses, exponents, multiplication, division, addition, subtraction) to evaluate expressions with variables.

1.6.12 Use substitution to determine solutions of equations, including formulas.

1.6.13 Identify, continue, and construct patterns and sequences.

1.6.14 Choose to perform trigonometric functions, where appropriate.

1.6.15 Use problem solving strategies.

1.6.16 Use calculator to solve problems.

1.6.17 Identify the information necessary to solve the problem.

1.6.18 Apply concept of rounding to specified place value.

1.6.19 Estimate to check the reasonableness of results.

1.6.20 Use calculator to confirm results.

1.6.21 Communicate the results with words (i.e., written or verbal), diagrams, and/or numerals.

MATH RUBRIC

Standard Use Math to Solve Problems and Communicate

CRITERIA
COPs	Exemplary	Accomplished	Developing	Beginning
Understand, interpret, and work with pictures, numbers, and symbolic information.	Student completes all math operations with 100% accuracy	Student completes necessary operations with occasional basic fact errors.	Student completes some basic operations required by problem, but shows many gaps in knowledge.	Student is unable to do basic operations required in problem.
Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension.	Student demonstrates ability to accurately compute perimeter, area and surface area as necessary in problem	Student demonstrates an ability to compute perimeter, area and surface area with occasional errors.	Student seldom demonstrates ability to compute perimeter, area, and surface area.	Student is unable to compute perimeter, area or surface area.
Define and select data to be used in solving the problem.	Student correctly identifies and uses appropriate dimensions and units.	Student correctly identifies and uses appropriate dimensions and units with occasional error.	Student is able to correctly identify either appropriate dimensions or units.	Student is unable to identify appropriate dimensions and units.
Determine the degree of precision required by the situation	Student rounds accurately in appropriate situations	Student rounds appropriately with occasional errors.	Student rounds inappropriately but is able to correct when error is indicated.	Student is unable to round appropriately
Solve problem using appropriate quantitative procedures and verify that the results are reasonable.	All results are reasonable for situation with evidence of verification.	Results are reasonable but no evidence of verification is shown.	Some results are unreasonable with no verification.	Results are unreasonable with no verification.
Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models.	Student demonstrates ability to accurately use mathematical representations and clearly explains work.	Student demonstrates ability to use mathematical representations and explains work, but is missing some details	Student demonstrates ability to use some mathematical representations and has difficulty explaining work.	Student is unable to use mathematical representation and explain work.