Hi Alicia & Candy,
I have attached three samples of VE using the TouchMath program. The question is: Is the worksheet a template?
Attached are three student worksheets. The teacher who is presenting this evidence is assessing Grade 6 math AGLI 13106 using SAT 13106A.
FYI--the black dots tell the child to "touch" once and the white dots with the black centers tell the child to touch twice.
Thank you for any guidance you can provide. I am asking this question because I have had differing responses from colleagues whom I have asked.
Best regards,
Elaine
Good Morning,
Thank you for your question.
· Grade 6 Mathematics AGLI 13106 states: add, subtract, multiply, and/or divide integers using one or more strategies (pg. 25).
· The term 'strategies' in the mathematics glossary states: Any method used to carry out a computation, whether a formal, traditional pencil-and-paper algorithm (method), an informal written or mental strategy, use of objects, or some combination of these methods; including but not limited to calculators, multiplication tables, number lines, Touch Math, manipulatives, memory strategies (double, backwards 1, number+1, etc.), base ten blocks, geometrically (visually using a grid or an array), tally marks, fact tables, etc. and can include instructional methods such as activities involving number puzzles, number related games, multiple solution strategies, etc.
The AGLI allows for the use of a strategy. The Touch Math program is one specific strategy that is taught. In the specific examples that you have provided it does not appear that the Touch Math worksheets are a template that is prompting or leading the students to getting a correct answer. The student still needs to understand how to combine the values of two numbers to come up with an answer. Our only caution is on page three of the worksheets that you attached-the first problem has the answer in dashed lines that the student traced-the student did not independently add the two integers and that should be factored into the level of independence calculation; if showing 100% independence then a notation indicating that problem one was not used in the calculation of the student performance percentage should be included. Please let us know if you have any further questions.
Thank you,
Kelly
Kelly Ickes
Special Education Specialist
Measured Progress
800.431.8901 x-2219 (v)
866.283.2197 (f)
Ickes.Kelly@measuredprogress.org
