Determining the Complexity Level of the SSS Mathematics Access Points for Individual Students Session 2

1. Determining the Complexity Level of the SSS Mathematics Access Points for Individual StudentsSession 2 58 Welcome to Session 2, Determining the Complexity Level of the SSS Mathematics Access Points for Individual Students. In this session, you will learn a process for determining the level of complexity (Independent, Supported, or Participatory) for instruction of individual students. You will use a decision-making process with a guided case scenario, and then you will have the opportunity to complete a second case scenario on your own. At the end of the session, you will receive some additional tools to assist you in the decision-making process. (Optional) We will collect your general questions, concerns, or comments about the access points using the Parking Lot Sheets in the middle of your table. Please write your question or comments on sticky notes and place them on the parking lot sheet on your table. We will collect these at the end of this session and address as many of your questions and comments as possible. Note to trainers: The purpose of this session is the similar to the session entitled �Determining the Complexity Level of the SSS Reading and Language Arts Access Points for Individual Students,� from the Pathways for Progress: Reading and Language Arts Access Points Workshop. Welcome to Session 2, Determining the Complexity Level of the SSS Mathematics Access Points for Individual Students. In this session, you will learn a process for determining the level of complexity (Independent, Supported, or Participatory) for instruction of individual students. You will use a decision-making process with a guided case scenario, and then you will have the opportunity to complete a second case scenario on your own. At the end of the session, you will receive some additional tools to assist you in the decision-making process. (Optional) We will collect your general questions, concerns, or comments about the access points using the Parking Lot Sheets in the middle of your table. Please write your question or comments on sticky notes and place them on the parking lot sheet on your table. We will collect these at the end of this session and address as many of your questions and comments as possible. Note to trainers: The purpose of this session is the similar to the session entitled �Determining the Complexity Level of the SSS Reading and Language Arts Access Points for Individual Students,� from the Pathways for Progress: Reading and Language Arts Access Points Workshop.

2. Developed by Accommodations and Modifications for Students with Disabilities Project, (FSU) Bureau of Exceptional Education and Student Services, Florida Department of Education 59 Optional slide: This presentation was developed by the. . . . (Read bulleted information on slide aloud or omit if this session is presented on the same day as Session 1.) Optional slide: This presentation was developed by the. . . . (Read bulleted information on slide aloud or omit if this session is presented on the same day as Session 1.)

3. Review of Previous Session Introduction to the SSS Mathematics Access Points for Students with Significant Cognitive Disabilities Overview of the organization, content, and structure Access points progression across complexity levels 60 In the first session, you learned about the revisions to the Sunshine State Standards for Mathematics. You also examined the access points for students with significant cognitive disabilities and learned how and why they were developed. Note to trainers: If there is a time gap between Session 1 and this session, summarize other key points previously presented, such as: All subject areas for the Sunshine State Standards are being revised. The mandates from NCLB and IDEA 2004 generated the need for the creation of the access points. The access points link to the grade level standards. Knowledge/skills and different types of representations are reflected in the complexity levels. In the first session, you learned about the revisions to the Sunshine State Standards for Mathematics. You also examined the access points for students with significant cognitive disabilities and learned how and why they were developed. Note to trainers: If there is a time gap between Session 1 and this session, summarize other key points previously presented, such as: All subject areas for the Sunshine State Standards are being revised. The mandates from NCLB and IDEA 2004 generated the need for the creation of the access points. The access points link to the grade level standards. Knowledge/skills and different types of representations are reflected in the complexity levels.

4. What You Will Learn Who is eligible for access points The different levels of complexity How to pinpoint appropriate levels of complexity for instruction Try It !!! 61 In this session we will focus on: Which students are eligible to work toward the access points The levels of complexity (Independent, Supported, and Participatory) and how they are applied A process for identifying a student�s complexity level for instruction. In this session we will focus on: Which students are eligible to work toward the access points The levels of complexity (Independent, Supported, and Participatory) and how they are applied A process for identifying a student�s complexity level for instruction.

5. Which Students? Students with significant cognitive disabilities who meet criteria for modified curriculum 62 The access points are intended to be used with students who have significant cognitive disabilities and meet the criteria for a modified curriculum. This is very important. These students: statistically speaking, are a small group, considered to be about one percent of the general population. function on a wide range of academic levels. have a cognitive disability that impacts many areas of learning. learn at varying levels of complexity. (Emphasize) The Individual Educational Plan (IEP) team determines whether students with disabilities will need a modified curriculum. Let�s take a moment to review the criteria that must be met. The access points are intended to be used with students who have significant cognitive disabilities and meet the criteria for a modified curriculum. This is very important. These students: statistically speaking, are a small group, considered to be about one percent of the general population. function on a wide range of academic levels. have a cognitive disability that impacts many areas of learning. learn at varying levels of complexity. (Emphasize) The Individual Educational Plan (IEP) team determines whether students with disabilities will need a modified curriculum. Let�s take a moment to review the criteria that must be met.

6. Access Points Eligibility Unable to master SSS, even with allowable accommodations Cognitive ability is primary reason for not mastering SSS Extensive direct instruction needed in academic, vocational, domestic, community living, leisure activities Deficits in adaptive behavior Need for modified curriculum in all academic areas 63 The criteria listed here are taken from the Participation Guidelines for the Florida Alternate Assessment. Since the alternate assessment is based on the access points, the criteria for instruction in the access points is actually part of the determination as to who takes the alternate assessment. The student must meet all five criteria to participate in alternate assessment. The first four lead to the conclusion that a modified curriculum is necessary. Criterion 1. The student is unable to master the grade level Sunshine State Standards, even with appropriate, allowable course accommodations. Criterion 2. The student�s demonstrated cognitive ability is the primary reason for inability to master the grade level SSS. Criterion 3. The student requires extensive direct instruction in academic and vocational competencies as well as domestic, community, and leisure activities. Criterion 4. The student has deficits in adaptive behavior, as demonstrated by the inability to function effectively and independently (interpersonal and social interactions) across a variety of settings. Criterion 5. The student needs to participate in a modified curriculum based on competencies in the Sunshine State Standards access points for all academic areas. (Summarize) Some people might think that the access points are used by all students with disabilities. This is not true. Most students with disabilities are working on the regular Sunshine State Standards for Mathematics. The criteria listed here are taken from the Participation Guidelines for the Florida Alternate Assessment. Since the alternate assessment is based on the access points, the criteria for instruction in the access points is actually part of the determination as to who takes the alternate assessment. The student must meet all five criteria to participate in alternate assessment. The first four lead to the conclusion that a modified curriculum is necessary. Criterion 1. The student is unable to master the grade level Sunshine State Standards, even with appropriate, allowable course accommodations. Criterion 2. The student�s demonstrated cognitive ability is the primary reason for inability to master the grade level SSS. Criterion 3. The student requires extensive direct instruction in academic and vocational competencies as well as domestic, community, and leisure activities. Criterion 4. The student has deficits in adaptive behavior, as demonstrated by the inability to function effectively and independently (interpersonal and social interactions) across a variety of settings. Criterion 5. The student needs to participate in a modified curriculum based on competencies in the Sunshine State Standards access points for all academic areas. (Summarize) Some people might think that the access points are used by all students with disabilities. This is not true. Most students with disabilities are working on the regular Sunshine State Standards for Mathematics.

7. Can Accommodations Be Used? Accommodations may be provided as necessary. Methods and materials for instruction Assignments and assessments Learning environment Time and scheduling Special communications systems 64 The access points are considered a modified curriculum. You may ask if accommodations can be used. The answer is yes, you may use accommodations as necessary for students to achieve mastery of the access points. This is important to keep in mind as you consider the appropriate level of instruction for a particular student. The five areas of accommodations are: Methods and materials for instruction: Changes to the way instruction is presented or materials are used. Example: providing a picture or symbol prompt Assignments and classroom assessments: Changes to the way assignments and assessments are completed. Example: using an adaptive input device Learning environment: Changes to the physical environment or classroom management systems. Example: acoustical treatment in the classroom Time demands and scheduling: Changes to time demands and schedules. Examples: allowing additional time or breaking into short segments Special communication systems: Changes to typical communication methods. Examples: sign language for a student with a hearing impairment, or a computer with voice capabilities for a student with a visual impairment A handout with a mnemonic tool, MALTS, will be provided at the end of this session. The access points are considered a modified curriculum. You may ask if accommodations can be used. The answer is yes, you may use accommodations as necessary for students to achieve mastery of the access points. This is important to keep in mind as you consider the appropriate level of instruction for a particular student. The five areas of accommodations are: Methods and materials for instruction: Changes to the way instruction is presented or materials are used. Example: providing a picture or symbol prompt Assignments and classroom assessments: Changes to the way assignments and assessments are completed. Example: using an adaptive input device Learning environment: Changes to the physical environment or classroom management systems. Example: acoustical treatment in the classroom Time demands and scheduling: Changes to time demands and schedules. Examples: allowing additional time or breaking into short segments Special communication systems: Changes to typical communication methods. Examples: sign language for a student with a hearing impairment, or a computer with voice capabilities for a student with a visual impairment A handout with a mnemonic tool, MALTS, will be provided at the end of this session.

8. Levels of Complexity Describe the knowledge and skills required at each grade level. Participatory Supported Independent Pa. Su. In. 65 Optional slide: (Review this slide if Session 2 is conducted at a different time than Session 1.) Remember, the terms Independent, Supported, and Participatory now reflect the level of complexity of the access points. Access points enable teachers and parents to know more precisely what is expected at each grade level and complexity level for individual students. Optional slide: (Review this slide if Session 2 is conducted at a different time than Session 1.) Remember, the terms Independent, Supported, and Participatory now reflect the level of complexity of the access points. Access points enable teachers and parents to know more precisely what is expected at each grade level and complexity level for individual students.

9. Access PointsBig Idea 3: Geometry Kindergarten Benchmark (MA.K.G.3.1): Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight. 66 Optional slide: (Review this slide if Session 2 is conducted at a different time than Session 1.) For example, here is a benchmark for Geometry at the kindergarten level. The benchmark describes what kindergarten students are required to learn by the end of the school year. (Click) Now let�s look at the kindergarten access points that are linked to it. The access points describe the learning expectations for kindergarten students functioning at the Independent, Supported, and Participatory levels. You can see the differences in learning expectations at the three levels of complexity. The Independent level is more complex than the Supported level. In this example, the Independent access point includes the identification of four terms (big, little, long, and short) and the Supported level has two terms (big and little). You will notice that the Supported level is more complex than the Participatory level. In this example, the student at the Supported level is expected to identify the size of objects, while the student at the Participatory level is expected to �recognize� differences in size of objects. Recognizing is less complex than identifying. Likewise, identifying is less complex than comparing. If you will notice, the general education benchmark requires the student to compare and order, which is the most complex. (Elaborate or allow for discussion, as needed.) Optional slide: (Review this slide if Session 2 is conducted at a different time than Session 1.) For example, here is a benchmark for Geometry at the kindergarten level. The benchmark describes what kindergarten students are required to learn by the end of the school year. (Click) Now let�s look at the kindergarten access points that are linked to it. The access points describe the learning expectations for kindergarten students functioning at the Independent, Supported, and Participatory levels. You can see the differences in learning expectations at the three levels of complexity. The Independent level is more complex than the Supported level. In this example, the Independent access point includes the identification of four terms (big, little, long, and short) and the Supported level has two terms (big and little). You will notice that the Supported level is more complex than the Participatory level. In this example, the student at the Supported level is expected to identify the size of objects, while the student at the Participatory level is expected to �recognize� differences in size of objects. Recognizing is less complex than identifying. Likewise, identifying is less complex than comparing. If you will notice, the general education benchmark requires the student to compare and order, which is the most complex. (Elaborate or allow for discussion, as needed.)

10. Steps for Determining Complexity  Ask yourself: 1. What did the IEP team decide? 2. What grade? 3. What can the student do now? 4. What is the instructional target? 67 There are four steps to determining a student�s complexity level for instruction: Review the decisions that the IEP team has made. The IEP team makes decisions about appropriate standards, curriculum, and statewide assessments, as well as special and related services. The critical decision related to access points is whether the student should be instructed using the general education curriculum or the modified curriculum. Determine the grade level enrollment of the student. Determine how the student is currently performing. Identify the complexity level for the student�s instruction using the access points. There are four steps to determining a student�s complexity level for instruction: Review the decisions that the IEP team has made. The IEP team makes decisions about appropriate standards, curriculum, and statewide assessments, as well as special and related services. The critical decision related to access points is whether the student should be instructed using the general education curriculum or the modified curriculum. Determine the grade level enrollment of the student. Determine how the student is currently performing. Identify the complexity level for the student�s instruction using the access points.

11. Step 1: Determine Eligibility The IEP team decides that the student needs a modified curriculum (i.e., access points). Intended only for students with significant cognitive disabilities. 68 Step 1: To determine if students should be instructed in the access points, we must consider these issues: Did the IEP team make the decision that a student should work on the access points instead of the general education curriculum? Generally, this is determined by using the criteria for deciding if the student will take the FCAT or Florida Alternate Assessment (see slide 6). Is this a student with a significant cognitive disability? We know there is no federal IDEA category entitled significant cognitive disability. Most agree that access points are not intended for students with learning disabilities or other conditions not having a specific cognitive disability. It is critical to make sure the student needs to be working on a modified curriculum and is a student with a significant cognitive disability. If you answer �yes� to both questions, then proceed to Step 2. Step 1: To determine if students should be instructed in the access points, we must consider these issues: Did the IEP team make the decision that a student should work on the access points instead of the general education curriculum? Generally, this is determined by using the criteria for deciding if the student will take the FCAT or Florida Alternate Assessment (see slide 6). Is this a student with a significant cognitive disability? We know there is no federal IDEA category entitled significant cognitive disability. Most agree that access points are not intended for students with learning disabilities or other conditions not having a specific cognitive disability. It is critical to make sure the student needs to be working on a modified curriculum and is a student with a significant cognitive disability. If you answer �yes� to both questions, then proceed to Step 2.

12. Step 2: Identify Grade Level Identify the current grade level of the student. 69 Next, identify the student�s grade level. This one is simple. In what grade is the student currently enrolled? (Note the combined grade levels for the high school benchmarks.) The student will work toward specific benchmarks in grades nine through twelve, as identified in secondary course descriptions. Next, identify the student�s grade level. This one is simple. In what grade is the student currently enrolled? (Note the combined grade levels for the high school benchmarks.) The student will work toward specific benchmarks in grades nine through twelve, as identified in secondary course descriptions.

13. Step 3: Determine What the Student Can Do Now Review the student�s current performance level: Check student records Review evaluations and progress reports Conduct observations/informal assessments 70 Step 3 entails taking a look at what is already known about the child�s performance. Use records and reports that are already available to you, including the present level of academic and functional performance statements on the student�s IEP. You will compare what the child can do in relation to the expectations in the access points. Since the definitions of Independent, Supported, and Participatory have changed to reflect the complexity level of the access points, a student may or may not be working on the same level as in previous years. You may need to gather additional information through observations and informal assessments for specific areas of mathematics where previous instructional data is lacking. (Allow time for a brief discussion with the participants concerning student performance data that may already be available to them.) Step 3 entails taking a look at what is already known about the child�s performance. Use records and reports that are already available to you, including the present level of academic and functional performance statements on the student�s IEP. You will compare what the child can do in relation to the expectations in the access points. Since the definitions of Independent, Supported, and Participatory have changed to reflect the complexity level of the access points, a student may or may not be working on the same level as in previous years. You may need to gather additional information through observations and informal assessments for specific areas of mathematics where previous instructional data is lacking. (Allow time for a brief discussion with the participants concerning student performance data that may already be available to them.)

14. Step 4: Determine theInstructional Target Review access point expectations from the student�s previous grade level and ask: Which access points did the student master? Which access points are in progress? Which access points had no evidence of progress? 71 After you have gathered available data about the student, compare the student performance to what was expected in the access points for the student�s previous grade level in each of the bodies of knowledge for mathematics. Look at all three levels (Independent, Supported, and Participatory) to decide whether the student has mastered each of the access points at the end of the previous year. Answering these three questions about the student�s progress will help you to identify the right complexity level for the individual student for the coming year. (Read questions aloud). After answering these three questions about a student�s performance on access points, identify the level with the most access points designated as mastered or in progress in the previous grade level. This will be the targeted complexity level for instruction in a given body of knowledge. After you have gathered available data about the student, compare the student performance to what was expected in the access points for the student�s previous grade level in each of the bodies of knowledge for mathematics. Look at all three levels (Independent, Supported, and Participatory) to decide whether the student has mastered each of the access points at the end of the previous year. Answering these three questions about the student�s progress will help you to identify the right complexity level for the individual student for the coming year. (Read questions aloud). After answering these three questions about a student�s performance on access points, identify the level with the most access points designated as mastered or in progress in the previous grade level. This will be the targeted complexity level for instruction in a given body of knowledge.

15. Step 4: Determine the Instructional Target B. Compare access point expectations for the student�s current grade level and ask: Which access points will the student be able to master? Which access points will the student most likely not be able to master? 72 Now compare the student performance from the previous grade level to what will be expected in the access points for the student�s current grade level. Look at all three levels (Independent, Supported, and Participatory) to decide which level the student will be most likely to master. Answering these questions about the student�s potential progress will help you to identify the right complexity level for the individual student for the coming year. Now compare the student performance from the previous grade level to what will be expected in the access points for the student�s current grade level. Look at all three levels (Independent, Supported, and Participatory) to decide which level the student will be most likely to master. Answering these questions about the student�s potential progress will help you to identify the right complexity level for the individual student for the coming year.

16. C. What if the student is close to mastery of access points in the previous grade? Rather than moving instruction to a less complex level, consider strategies, interventions, and possible accommodations to assist in mastering unmet access points. Step 4: Determine the Instructional Target 73 (Read information from overhead before providing the explanation below.) When making your decision about the level of complexity for instruction of an individual student, it is important to consider all options before moving a student to a lower level of complexity for instruction. If a student has not mastered several access points within a body of knowledge, consider whether different instructional strategies and academic interventions to move the student towards mastery of the access points should be the first line of action. In addition, a review of possible needed accommodations would be another course of action. (Refer to the MALTS mnemonic discussed earlier.) If the student is making good progress or is close to mastery of access points at the previous grade level, implementation of a plan to move the student toward mastery of those access points is more beneficial to the student�s academic progress than automatically changing to a less complex level. It is important to remember that the student need not be limited to one complexity level. Therefore, a student could be working on access points at higher or lower levels of complexity in different bodies of knowledge. (Read information from overhead before providing the explanation below.) When making your decision about the level of complexity for instruction of an individual student, it is important to consider all options before moving a student to a lower level of complexity for instruction. If a student has not mastered several access points within a body of knowledge, consider whether different instructional strategies and academic interventions to move the student towards mastery of the access points should be the first line of action. In addition, a review of possible needed accommodations would be another course of action. (Refer to the MALTS mnemonic discussed earlier.) If the student is making good progress or is close to mastery of access points at the previous grade level, implementation of a plan to move the student toward mastery of those access points is more beneficial to the student�s academic progress than automatically changing to a less complex level. It is important to remember that the student need not be limited to one complexity level. Therefore, a student could be working on access points at higher or lower levels of complexity in different bodies of knowledge.

17. Step 1: What About Manny? Manny was determined to be eligible for placement into exceptional student education by an IEP/staffing committee due to a significant cognitive disability. Manny is not able to master the grade level Sunshine State Standards even with accommodations. 74 Now, we are going to apply the four steps in this process to a student named Manny. Manny has been determined by an IEP team to have a significant cognitive disability. According to Manny�s IEP, he will work on a modified curriculum and take the alternate assessment. Step 1 is to ensure that all criteria are met for the student to be eligible for the use of access points. Now, we are going to apply the four steps in this process to a student named Manny. Manny has been determined by an IEP team to have a significant cognitive disability. According to Manny�s IEP, he will work on a modified curriculum and take the alternate assessment. Step 1 is to ensure that all criteria are met for the student to be eligible for the use of access points.

18. Step 2: Identify Grade Level Manny�s actual grade placement for this school year is sixth grade. 75 Since we know that Step 1 has been completed, we will move to Step 2. Manny is in the sixth grade this year. Since we know that Step 1 has been completed, we will move to Step 2. Manny is in the sixth grade this year.

19. Step 3: Determine What  Manny Can Do Now 76 Take a look at what is already known about Manny�s performance. In this activity, we will not examine all of the fifth grade benchmarks for Manny. We know that we would need to consider the big ideas as well as the supporting ideas, but for the purposes of this practice, we are looking at selected access points. (Distribute or refer to Handout P-5: What the Student Can Do Now.) Note the content areas for which you already have some fifth grade student performance data: Supporting Idea: Number and Operations; and Supporting Idea: Data Analysis. We�ll look at Manny�s data one Supporting Idea at a time. (Summarize the key information about Manny�s performance in Number and Operations only.) Recognizes and orders whole numbers to 30 on a number line Solves addition and related subtraction problems to 25 Uses the commutative property to check addition problems Compares halves and fourths of an object or set Counts by 5�s to 30 Tells the value of a nickel and a dime Keep Handout P-5 available as we move on to the next slides so that you can refer back to what Manny can do.Take a look at what is already known about Manny�s performance. In this activity, we will not examine all of the fifth grade benchmarks for Manny. We know that we would need to consider the big ideas as well as the supporting ideas, but for the purposes of this practice, we are looking at selected access points. (Distribute or refer to Handout P-5: What the Student Can Do Now.) Note the content areas for which you already have some fifth grade student performance data: Supporting Idea: Number and Operations; and Supporting Idea: Data Analysis. We�ll look at Manny�s data one Supporting Idea at a time. (Summarize the key information about Manny�s performance in Number and Operations only.) Recognizes and orders whole numbers to 30 on a number line Solves addition and related subtraction problems to 25 Uses the commutative property to check addition problems Compares halves and fourths of an object or set Counts by 5�s to 30 Tells the value of a nickel and a dime Keep Handout P-5 available as we move on to the next slides so that you can refer back to what Manny can do.

20. Step 4: Determine the Instructional Target for Manny Look at expectations of access points for the end of the previous grade level. For Manny we would look at fifth grade access points (Independent, Supported, and Participatory). 77 Tell participants to get out Handout P-6: Standards Chart for Grades 5 and 6. Let�s look over this handout together. This is a chart of the fifth and sixth grade Supporting Ideas benchmarks and access points. These access points were selected to match with the practice examples that we are looking at today. The big ideas are not represented in these charts. Notice that the gray column on the left side lists the grade level benchmarks for the Sunshine State Standards. These have been included so that you can compare the differences between the benchmarks and the access points. We will be using grades five and six for our first case (Manny) to compare student performance data with the expectations of the access points at the Independent, Supported, and Participatory levels. Compare Manny�s performance data to what was expected in the access points for grade five in Number and Operations using Handout P-6: Standards Chart, pages 1-2. We are going to take a look at the expectations for Independent, Supported, and Participatory levels to see: At which complexity level did Manny demonstrate �mastery� at the end of last year? At which complexity level was Manny �in progress� at the end of last year? At which complexity level was there �no evidence of progress�? Tell participants to get out Handout P-6: Standards Chart for Grades 5 and 6. Let�s look over this handout together. This is a chart of the fifth and sixth grade Supporting Ideas benchmarks and access points. These access points were selected to match with the practice examples that we are looking at today. The big ideas are not represented in these charts. Notice that the gray column on the left side lists the grade level benchmarks for the Sunshine State Standards. These have been included so that you can compare the differences between the benchmarks and the access points. We will be using grades five and six for our first case (Manny) to compare student performance data with the expectations of the access points at the Independent, Supported, and Participatory levels. Compare Manny�s performance data to what was expected in the access points for grade five in Number and Operations using Handout P-6: Standards Chart, pages 1-2. We are going to take a look at the expectations for Independent, Supported, and Participatory levels to see: At which complexity level did Manny demonstrate �mastery� at the end of last year? At which complexity level was Manny �in progress� at the end of last year? At which complexity level was there �no evidence of progress�?

21. Number and Operations (Algebra) Grade 5: Supporting Idea MA.5.A.6.Pa.a - Demonstrate one-to-one correspondence to count from 1 to 5 using objects or pictures. MA.5.A.6.Su.c - Compare and order whole numbers to 30 using objects, pictures, number names, numerals, and a number line. MA.5.A.6.In.c - Compare and order numbers to 100 using a number line. 78 Using Handout P-5, let�s look at one set of access points in Supporting Idea: Number and Operations to see if we can find Manny�s functioning level for this access point. We know that Manny is able to recognize and put numbers in order to 30 on a number line. (Read each level and discuss.) Participatory: Can Manny do this? This access point appears to be a prerequisite skill that Manny has already demonstrated, so we can assume he has mastered this access point. Let�s check Supported: Can Manny do this? Yes, we have established that he recognizes and orders the range of numbers specified in this access point so this access point is mastered. But let�s check the Independent access point before we make our final decision. Independent: Can Manny do this? We know he has the concept of ordering numbers on a number line, but according to our data he has not mastered numbers beyond 30, so he has is in progress at this level. (Click three times to show the results.) So it looks like the Supported level may be the best choice for Manny because that is the highest mastered complexity level for the Number and Operations Supporting Idea, while there is some progress demonstrated by Manny at the Independent level. Using Handout P-5, let�s look at one set of access points in Supporting Idea: Number and Operations to see if we can find Manny�s functioning level for this access point. We know that Manny is able to recognize and put numbers in order to 30 on a number line. (Read each level and discuss.) Participatory: Can Manny do this? This access point appears to be a prerequisite skill that Manny has already demonstrated, so we can assume he has mastered this access point. Let�s check Supported: Can Manny do this? Yes, we have established that he recognizes and orders the range of numbers specified in this access point so this access point is mastered. But let�s check the Independent access point before we make our final decision. Independent: Can Manny do this? We know he has the concept of ordering numbers on a number line, but according to our data he has not mastered numbers beyond 30, so he has is in progress at this level. (Click three times to show the results.) So it looks like the Supported level may be the best choice for Manny because that is the highest mastered complexity level for the Number and Operations Supporting Idea, while there is some progress demonstrated by Manny at the Independent level.

22. Number and Operations (Algebra) Grade 6: Supporting Idea MA.6.A.5.Pa.a - Match two or more objects to identical objects to 6 using one-to-one correspondence. MA.6.A.5.Su.a - Express, represent, and use whole numbers to 50 using objects, pictures, number names, and numerals in various contexts. MA.6.A.5.In.a - Express, represent, and use whole numbers to 200 in various contexts. 79 Since Manny is a beginning sixth grader, let�s take a look at the sixth grade access point from the Number and Operations Supporting Idea on Handout P-6: Standards Chart, page 2, that best matches the one we examined from Grade 5. We need to now ask, �What makes sense for Manny�s instruction in the area of Number and Operations this year?� (Review each level and discuss.) Let�s first check Participatory: Can Manny learn to do this? This is too low. He can already do this. Let�s check Supported: Can Manny learn to do this? Yes, our data about Manny shows that he already recognizes and orders numbers to 30 so increasing the range to 50 can be accomplished during this school year. Independent: Can Manny learn how to do this? Since he has not mastered numbers beyond 30, this would be a big stretch from what he is currently able to do. (Click) It looks like the Supported level is the best choice based on what we know about Manny so far. Since this reflects Manny�s performance in only one access point, we would need more information before making a final decision for all of Algebra, however. Since Manny is a beginning sixth grader, let�s take a look at the sixth grade access point from the Number and Operations Supporting Idea on Handout P-6: Standards Chart, page 2, that best matches the one we examined from Grade 5. We need to now ask, �What makes sense for Manny�s instruction in the area of Number and Operations this year?� (Review each level and discuss.) Let�s first check Participatory: Can Manny learn to do this? This is too low. He can already do this. Let�s check Supported: Can Manny learn to do this? Yes, our data about Manny shows that he already recognizes and orders numbers to 30 so increasing the range to 50 can be accomplished during this school year. Independent: Can Manny learn how to do this? Since he has not mastered numbers beyond 30, this would be a big stretch from what he is currently able to do. (Click) It looks like the Supported level is the best choice based on what we know about Manny so far. Since this reflects Manny�s performance in only one access point, we would need more information before making a final decision for all of Algebra, however.

23. Number and Operations (Algebra) Based on the access points examined, Manny will work toward the sixth grade Supported level access points for Number and Operations. 80 (Reinforce the previous decision made for Manny, using this slide. Tell the participants to record the appropriate complexity level of instruction for Manny on Handout P-5 in the Complexity Level for Instruction column.) (Reinforce the previous decision made for Manny, using this slide. Tell the participants to record the appropriate complexity level of instruction for Manny on Handout P-5 in the Complexity Level for Instruction column.)

24. Interruption A very important announcement Instruct students on access points at the most complex level possible. The complexity level of instruction for a student may vary. 81 Now that we have had some practice determining the target complexity level, there is a very important piece of information that you need to know and remember. Based on the fact that all students have strengths and weaknesses, the level of complexity for instruction may vary between different areas. For example, a student might perform at the Supported level in Algebra, and at the Independent level in Geometry. Now that we have had some practice determining the target complexity level, there is a very important piece of information that you need to know and remember. Based on the fact that all students have strengths and weaknesses, the level of complexity for instruction may vary between different areas. For example, a student might perform at the Supported level in Algebra, and at the Independent level in Geometry.

25. Step 3: Determine What  Manny Can Do Now 82 (Reorient participants to Handout P-5: What the Student Can Do Now). Now look at Data Analysis. Let�s see where Manny is performing in this Supporting Idea. (Summarize key information about Manny�s performance in Data Analysis.) Sorts pictures representing data into three categories Displays the information using pictures in a graph format Tells which of the three categories has the most and least items (Reorient participants to Handout P-5: What the Student Can Do Now). Now look at Data Analysis. Let�s see where Manny is performing in this Supporting Idea. (Summarize key information about Manny�s performance in Data Analysis.) Sorts pictures representing data into three categories Displays the information using pictures in a graph format Tells which of the three categories has the most and least items

26. Data Analysis Grade 5: Supporting Idea MA.5.S.7.Pa.a - Count up to 5 objects, pictures, or symbols in data sets used in object graphs or pictographs. MA.5.S.7.Su.b - Identify the meaning of data in a two-category object graph or pictograph. MA.5.S.7.In.b - Describe the meaning of data in a three-category pictograph or bar graph. 83 Now look at the example of fifth grade access points for Data Analysis. Because this is a different body of knowledge, we will need to decide on the target instructional level for Manny based on what he can currently do. (Review each level and discuss.) Let�s check Participatory: Can Manny do this? Yes he can, and he has previously demonstrated mastery at higher levels than Participatory in Data Analysis. Let�s check Supported: Can Manny do this? Manny can sort data, display the data, and identify the meaning of the data in a pictograph. Independent: Can Manny do this? Our data shows that Manny is able to identify the meaning of a three category pictograph, so he has shown evidence of mastery on this benchmark at the Independent level. We need to find out if he can use a bar graph. (Click three times to bring in the results.) So, based on this access point, it looks like Manny has mastered all three levels in fifth grade Data Analysis. Now look at the example of fifth grade access points for Data Analysis. Because this is a different body of knowledge, we will need to decide on the target instructional level for Manny based on what he can currently do. (Review each level and discuss.) Let�s check Participatory: Can Manny do this? Yes he can, and he has previously demonstrated mastery at higher levels than Participatory in Data Analysis. Let�s check Supported: Can Manny do this? Manny can sort data, display the data, and identify the meaning of the data in a pictograph. Independent: Can Manny do this? Our data shows that Manny is able to identify the meaning of a three category pictograph, so he has shown evidence of mastery on this benchmark at the Independent level. We need to find out if he can use a bar graph. (Click three times to bring in the results.) So, based on this access point, it looks like Manny has mastered all three levels in fifth grade Data Analysis.

27. Data Analysis Grade 6: Supporting Idea MA.6.S.6.Pa.a - Identify the largest set of objects, pictures, or symbols to 6 representing data in an object graph or pictograph. MA.6.S.6.Su.a - Identify the category with the largest number in a pictograph representing real-world situations. MA.6.S.6.In.a - Identify the categories with the largest and smallest numbers represented on a bar graph. 84 Now let�s look at the related sixth grade access points. Which level makes sense for Manny�s instruction this year in Data Analysis based on his fifth grade mastery? (Review each level and discuss.) Participatory: Is this appropriate for Manny? He has already accomplished this. Let�s check Supported: Is this appropriate? Yes, he has learned to identify the meaning of picture graphs, including the smallest and largest categories. Independent: Can Manny learn how to do this? Let�s review what he can do now. What he could do at the end of fifth grade shows that he only needs to make the transition from pictograph to bar graph to achieve the access point at the Independent level in Data Analysis. (Click) We believe Manny can learn to use a bar graph, so Independent looks like his instructional level for sixth grade. By conducting a careful analysis of Manny�s present level, the teacher should be able to teach him the skills to continue progressing from the more concrete pictograph to the more abstract bar graph required at this level. Now let�s look at the related sixth grade access points. Which level makes sense for Manny�s instruction this year in Data Analysis based on his fifth grade mastery? (Review each level and discuss.) Participatory: Is this appropriate for Manny? He has already accomplished this. Let�s check Supported: Is this appropriate? Yes, he has learned to identify the meaning of picture graphs, including the smallest and largest categories. Independent: Can Manny learn how to do this? Let�s review what he can do now. What he could do at the end of fifth grade shows that he only needs to make the transition from pictograph to bar graph to achieve the access point at the Independent level in Data Analysis. (Click) We believe Manny can learn to use a bar graph, so Independent looks like his instructional level for sixth grade. By conducting a careful analysis of Manny�s present level, the teacher should be able to teach him the skills to continue progressing from the more concrete pictograph to the more abstract bar graph required at this level.

28. Data Analysis Based on the data examined, Manny will work toward the sixth grade Independent level access points for Data Analysis. 85 (Review the decisions made for Manny using this slide.) Record the complexity level for Data Analysis instruction for Manny on Handout P-5. (Review the decisions made for Manny using this slide.) Record the complexity level for Data Analysis instruction for Manny on Handout P-5.

29. Manny�s Instructional Targets 86 So, let�s recap the two bodies of knowledge used as we determined some of the complexity levels for instruction for Manny. (Briefly go over the slide.) (Emphasize that the examples for Manny did not cover all of the access points for instruction in sixth grade Mathematics, such as Geometry and other areas of Algebra.) We examined only some of the access points due to time constraints. In making the determination for an actual student in your classroom, you should compare the student�s present levels to all of the access points under each body of knowledge.So, let�s recap the two bodies of knowledge used as we determined some of the complexity levels for instruction for Manny. (Briefly go over the slide.) (Emphasize that the examples for Manny did not cover all of the access points for instruction in sixth grade Mathematics, such as Geometry and other areas of Algebra.) We examined only some of the access points due to time constraints. In making the determination for an actual student in your classroom, you should compare the student�s present levels to all of the access points under each body of knowledge.

30. Important Reminders Select the appropriate complexity levels for the bodies of knowledge. Provide instruction on access points or skills at higher or lower complexity levels where appropriate. Assess the student at the designated grade level using the Florida Alternate Assessment. 87 Let�s review some important information for determining complexity levels. Remember to identify the complexity level for instruction in each body of knowledge within the grade level. Choose the level (Independent, Supported, or Participatory) that is most appropriate overall for the area. Provide instruction on identified access points/skills at higher or lower complexity levels, if necessary to meet the individual needs of students. All access points from the previous year at the student�s complexity level may not have been mastered. For those skills, you will need to provide remediation through new strategies and interventions. This will avoid gaps in student learning. In considering the level of instruction, the focus is on student mastery of each access point so that students will make progress at the highest level possible. Let�s review some important information for determining complexity levels. Remember to identify the complexity level for instruction in each body of knowledge within the grade level. Choose the level (Independent, Supported, or Participatory) that is most appropriate overall for the area. Provide instruction on identified access points/skills at higher or lower complexity levels, if necessary to meet the individual needs of students. All access points from the previous year at the student�s complexity level may not have been mastered. For those skills, you will need to provide remediation through new strategies and interventions. This will avoid gaps in student learning. In considering the level of instruction, the focus is on student mastery of each access point so that students will make progress at the highest level possible.

31. Determining the Complexity Level: Let�s Review the Steps Review the student�s IEP. Determine the grade level. Review the student�s current performance (present level). Match to prior and current grade level access point mastery to determine instructional level. 88 We�re now ready to try an other student. Let�s review the steps we followed to determine the most appropriate complexity level. (Review the steps in the process listed in the slide.) We�re now ready to try an other student. Let�s review the steps we followed to determine the most appropriate complexity level. (Review the steps in the process listed in the slide.)

32. Amber�s Information Entering Grade 1. Was staffed into ESE in PreK. Is nonverbal and uses pictures to communicate. Use access points data on Handout P-5: What the Student Can Do Now. 89

33. Your Turn! Review Amber�s performance data. Check the access points for the prior and current grade levels for the Algebra Body of Knowledge (Kindergarten and Grade 1). Determine the level of complexity for Amber. Follow the same steps for Geometry. 90 Your Turn! Training Directions Activity Time: 20 minutes Give the following directions: You will follow the same steps for Amber that we used for Manny. We will begin with Algebra. You can work with a partner, if you wish. Using Handout P-5, compare Amber�s present level to the Kindergarten Algebra access points on page 1 of Handout P-7: Standards Chart for Kindergarten and Grade 1 to determine her level of mastery. Next, using page 3 on Handout P-7, compare the Algebra access points for Grade 1 to determine what is the best match for her instruction this year. Record your prediction in the last column of Handout P-5. After ten minutes, we will look at the Algebra access points together and discuss implications for Amber�s instructional level. We will then use the same steps to work on Geometry for Amber.Your Turn! Training Directions Activity Time: 20 minutes Give the following directions: You will follow the same steps for Amber that we used for Manny. We will begin with Algebra. You can work with a partner, if you wish. Using Handout P-5, compare Amber�s present level to the Kindergarten Algebra access points on page 1 of Handout P-7: Standards Chart for Kindergarten and Grade 1 to determine her level of mastery. Next, using page 3 on Handout P-7, compare the Algebra access points for Grade 1 to determine what is the best match for her instruction this year. Record your prediction in the last column of Handout P-5. After ten minutes, we will look at the Algebra access points together and discuss implications for Amber�s instructional level. We will then use the same steps to work on Geometry for Amber.

34. Let�s Compare Decisions! 91 Your Turn! Trainer Directions (continued) Allow brief discussion of predictions of the complexity level that best matches Amber�s present level for the Algebra access points. Direct participants back to Handout P-7: Standards Chart to review access points on the next slide that will help make a final determination of Amber�s instructional level. Your Turn! Trainer Directions (continued) Allow brief discussion of predictions of the complexity level that best matches Amber�s present level for the Algebra access points. Direct participants back to Handout P-7: Standards Chart to review access points on the next slide that will help make a final determination of Amber�s instructional level.

35. AlgebraGrade K: Big Idea 1 MA.K.A.1.Pa.a - Indicate desire for more of an action or object. MA.K.A.1.Su.b - Use one-to-one correspondence to count sets of objects to 3. MA.K.A.1.In.a - Use one-to-one correspondence to count and compare sets of objects to 5. 92 On page 1 we�ll look at MA.K.A.1 in Big Idea 1: Number and Operations to see if we can verify Amber�s complexity level for this access point. (Allow time for participants to locate the benchmark and access points on page 1.) We know that Amber is able to indicate a desire for quantities, such as more or no more. (Review each level and discuss.) Participatory? Can Amber do this? Yes, this appears to be a skill that she has already demonstrated, so we can assume she has �mastered� this access point. Let�s check Supported: Can Amber do this? We don�t know if she has one-to-one correspondence concepts yet so there is no evidence of mastery at this level. Independent? As with Supported, there is no evidence of this concept so she has shown no evidence of mastery at this level. (Click) So it looks like the Participatory level may be the best choice for Amber in Algebra. Let�s look at the corresponding first grade set of access points before making a final decision. On page 1 we�ll look at MA.K.A.1 in Big Idea 1: Number and Operations to see if we can verify Amber�s complexity level for this access point. (Allow time for participants to locate the benchmark and access points on page 1.) We know that Amber is able to indicate a desire for quantities, such as more or no more. (Review each level and discuss.) Participatory? Can Amber do this? Yes, this appears to be a skill that she has already demonstrated, so we can assume she has �mastered� this access point. Let�s check Supported: Can Amber do this? We don�t know if she has one-to-one correspondence concepts yet so there is no evidence of mastery at this level. Independent? As with Supported, there is no evidence of this concept so she has shown no evidence of mastery at this level. (Click) So it looks like the Participatory level may be the best choice for Amber in Algebra. Let�s look at the corresponding first grade set of access points before making a final decision.

36. AlgebraGrade 1: Big Idea 2 MA.1.A.2.Pa.b - Recognize rote counting to 3. MA.1.A.2.Su.b - Use one-to-one correspondence to count sets of objects to 5 arranged in a row. MA.1.A.2.In.b - Use one-to-one correspondence to count sets of objects or pictures to 10. 93 Look at the first grade corresponding big idea in Algebra, which is Big Idea 2, page 3 of Handout P-7. (Review each level and discuss.) Let�s check Participatory: Will Amber be able to learn this? We think she can recognize rote counting to 3. Let�s check Supported: Is this the most appropriate access point for Amber? Probably not because it requires number concepts beyond her present level. Independent: Will Amber be able to learn this in first grade? No, because again, she lacks the prerequisite number concepts. (Click) So, this analysis confirms that Participatory level would probably be the best choice for Amber in these Algebra access points. Now that we have gone through the steps in determining Amber�s level of instruction in Algebra, continue using Handout P-7, pages 2 and 4 to determine Amber�s instructional level in first grade Geometry access points. You will be given five minutes to complete this part of the activity. (After five minutes or when all participants are finished, go to the next slide.)Look at the first grade corresponding big idea in Algebra, which is Big Idea 2, page 3 of Handout P-7. (Review each level and discuss.) Let�s check Participatory: Will Amber be able to learn this? We think she can recognize rote counting to 3. Let�s check Supported: Is this the most appropriate access point for Amber? Probably not because it requires number concepts beyond her present level. Independent: Will Amber be able to learn this in first grade? No, because again, she lacks the prerequisite number concepts. (Click) So, this analysis confirms that Participatory level would probably be the best choice for Amber in these Algebra access points. Now that we have gone through the steps in determining Amber�s level of instruction in Algebra, continue using Handout P-7, pages 2 and 4 to determine Amber�s instructional level in first grade Geometry access points. You will be given five minutes to complete this part of the activity. (After five minutes or when all participants are finished, go to the next slide.)

37. Geometry Grade K: Big Idea 2 MA.K.G.2.Pa.b Recognize a common three-dimensional object. MA.K.G.2.Su.c Identify three-dimensional objects, such as a block (cube) or ball (sphere). MA.K.G.2.In.c Match examples of three-dimensional objects, such as balls (spheres) and blocks (cubes). 94 (Allow brief discussion of predictions of the complexity level that best matches Amber�s present level for the Geometry access points.) Let�s look at some access points in the Geometry Body of Knowledge to try to confirm the proper complexity level (Big Idea 2 on page 2). We know that Amber is able to recognize a round object, such as a ball, and has beginning concepts of directionality. (Review each level and discuss.) Let�s check Participatory: Can Amber do this? According to her data from the end of her kindergarten year, she can. How about Supported: Can Amber do this? No, according to her data, she has shown no evidence at the Supported level because she does not appear to recognize other 3-D figures such as cubes. Independent: Can Amber do this? She does not have the prerequisite skills to work at the Independent level, therefore she has shown �no evidence� at this level. (Click) So, again it looks like the Participatory level may be the best choice because it is the highest level mastered. We need to compare her present level to the instructional goals for Grade 1, however. (Allow brief discussion of predictions of the complexity level that best matches Amber�s present level for the Geometry access points.) Let�s look at some access points in the Geometry Body of Knowledge to try to confirm the proper complexity level (Big Idea 2 on page 2). We know that Amber is able to recognize a round object, such as a ball, and has beginning concepts of directionality. (Review each level and discuss.) Let�s check Participatory: Can Amber do this? According to her data from the end of her kindergarten year, she can. How about Supported: Can Amber do this? No, according to her data, she has shown no evidence at the Supported level because she does not appear to recognize other 3-D figures such as cubes. Independent: Can Amber do this? She does not have the prerequisite skills to work at the Independent level, therefore she has shown �no evidence� at this level. (Click) So, again it looks like the Participatory level may be the best choice because it is the highest level mastered. We need to compare her present level to the instructional goals for Grade 1, however.

38. GeometryGrade 1: Big Idea 3 MA.1.G.3.Pa.b Recognize common three-dimensional objects, such as balls (spheres) or blocks (cubes). MA.1.G.3.Su.b Sort common two- and three-dimensional objects by size, including big and little. MA.1.G.3.In.b Combine two shapes to make another shape and identify the whole-part relationship. 95 Let�s look at the first grade corresponding big idea in the Geometry body of knowledge (Big Idea 3 on page 4). (Review each level and discuss.) Let�s check Participatory: Will Amber be able to learn this? Yes, she can. She has already demonstrated the ability to recognize a round three-dimensional object. Let�s check Supported: Is this the most appropriate access point for Amber? Most likely not because it requires sorting of two-dimensional and three-dimensional shapes by size. Independent: Will Amber be able to learn this? No, because she lacks the prerequisite spatial concepts. (Click) So, this analysis confirms that Participatory level would probably be the best choice for Amber. Let�s look at the first grade corresponding big idea in the Geometry body of knowledge (Big Idea 3 on page 4). (Review each level and discuss.) Let�s check Participatory: Will Amber be able to learn this? Yes, she can. She has already demonstrated the ability to recognize a round three-dimensional object. Let�s check Supported: Is this the most appropriate access point for Amber? Most likely not because it requires sorting of two-dimensional and three-dimensional shapes by size. Independent: Will Amber be able to learn this? No, because she lacks the prerequisite spatial concepts. (Click) So, this analysis confirms that Participatory level would probably be the best choice for Amber.

39. Amber�s Instructional Targets 96 To summarize, we will review Amber�s complexity levels with this chart. (Go over Amber�s findings with the participants, noting that there are only two bodies of knowledge in this chart. Emphasize that the complexity levels for instruction may vary across the bodies of knowledge but that this process can provide a starting point for instruction.) These examples have illustrated cases in which one student, Amber, would be taught at the same level of complexity for both bodies of knowledge, and one student, Manny, varied between the areas that we examined. When comparing previous year performance data, you may find that some students have shown no evidence of progress or mastery on any of the access points of the Independent or Supported levels. Professional judgment is called for to determine if the student should be moved to the Participatory level or if intensive remediation is needed in the Independent or Supported levels. Remember that in the interest of time, we looked at only a few access points for Manny and Amber. When determining complexity levels for a real student we will need to consider ALL access points within the different bodies of knowledge when determining the target level for instruction.To summarize, we will review Amber�s complexity levels with this chart. (Go over Amber�s findings with the participants, noting that there are only two bodies of knowledge in this chart. Emphasize that the complexity levels for instruction may vary across the bodies of knowledge but that this process can provide a starting point for instruction.) These examples have illustrated cases in which one student, Amber, would be taught at the same level of complexity for both bodies of knowledge, and one student, Manny, varied between the areas that we examined. When comparing previous year performance data, you may find that some students have shown no evidence of progress or mastery on any of the access points of the Independent or Supported levels. Professional judgment is called for to determine if the student should be moved to the Participatory level or if intensive remediation is needed in the Independent or Supported levels. Remember that in the interest of time, we looked at only a few access points for Manny and Amber. When determining complexity levels for a real student we will need to consider ALL access points within the different bodies of knowledge when determining the target level for instruction.

40. Just for You Tools for determining a student�s level of complexity for instruction: Access Points Decision-Making Flowchart Accommodations Chart (MALTS) Complexity Level Planning Tool 97 (We suggest that you reproduce Handout P-8: Access Points Decision-Making Flowchart and Handout P-9: Accommodations Chart on card stock for teachers to keep with other instructional planning tools.) Several tools are provided in your packet to use when determining the complexity level for individual students. Handout P-8: Access Points Decision-Making Flowchart will guide you in the steps in making decisions about the complexity level of instruction for individual students with significant cognitive disabilities. Handout P-9: Accommodations Chart will serve as a reminder of the variety of ways that we can assist students with disabilities and help them to be successful. Handout P-10: Complexity Level Planning Tool is a form that may be used to record information gathered about an individual student. Having all the information concisely recorded will be helpful when making the determination of the complexity level for instruction. You may download an electronic version of this handout from the Teaching Resources for Florida ESE website. The Web site address is: http://www.cpt.fsu.edu/ese. (We suggest that you reproduce Handout P-8: Access Points Decision-Making Flowchart and Handout P-9: Accommodations Chart on card stock for teachers to keep with other instructional planning tools.) Several tools are provided in your packet to use when determining the complexity level for individual students. Handout P-8: Access Points Decision-Making Flowchart will guide you in the steps in making decisions about the complexity level of instruction for individual students with significant cognitive disabilities. Handout P-9: Accommodations Chart will serve as a reminder of the variety of ways that we can assist students with disabilities and help them to be successful. Handout P-10: Complexity Level Planning Tool is a form that may be used to record information gathered about an individual student. Having all the information concisely recorded will be helpful when making the determination of the complexity level for instruction. You may download an electronic version of this handout from the Teaching Resources for Florida ESE website. The Web site address is: http://www.cpt.fsu.edu/ese.

41. To Sum It Up� Who is the target population for access points? How to pinpoint appropriate levels of complexity for instruction? What tools are available to facilitate the process? 98 In this session, you learned which student population the access points are intended�the small percentage of students with significant cognitive disabilities who need a modified curriculum and who take the Florida Alternate Assessment. In addition, you took a closer look at a limited number of access points in selected bodies of knowledge to learn a process for determining which complexity levels are most appropriate for an individual student�s instruction. Next, you practiced using this process to pinpoint the appropriate complexity level or levels for instruction for a student. This session also provided you with tools to assist in making these determinations and deciding which accommodations may help students achieve at their highest possible level. (For an additional follow-up activity using these tools to plan for actual students, see appendix B, pages 4-9 to 4-11.) Thanks for your attention.In this session, you learned which student population the access points are intended�the small percentage of students with significant cognitive disabilities who need a modified curriculum and who take the Florida Alternate Assessment. In addition, you took a closer look at a limited number of access points in selected bodies of knowledge to learn a process for determining which complexity levels are most appropriate for an individual student�s instruction. Next, you practiced using this process to pinpoint the appropriate complexity level or levels for instruction for a student. This session also provided you with tools to assist in making these determinations and deciding which accommodations may help students achieve at their highest possible level. (For an additional follow-up activity using these tools to plan for actual students, see appendix B, pages 4-9 to 4-11.) Thanks for your attention.