Lisa Miller Napa High School lzmillernvusdk12caus Agenda Why is this important Accommodations Special Ed specific Good for all students Other Helpful Strategies Differentiation Progress Monitoring ID: 505308
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Slide1
Including Special Education Students in Algebra 1 and Algebra 2
Lisa Miller
Napa High School
lzmiller@nvusd.k12.ca.usSlide2
Agenda
Why is this important?
Accommodations:
Special Ed specific
Good for all students
Other Helpful Strategies:
Differentiation
Progress Monitoring
IEP’s
Access to Common Core
Co-teachingSlide3
Why Is This Important?Napa High Math Data
Year
2007-2008
2012-2013
Number of Students in Special Ed Math Classes
100
15
Number of Students in General Algebra
150
35
CST Percent Proficient
17%
27%
Percent
Tenth Graders Passing CAHSEE Math
80%
88%Slide4
Why Is This Important?Slide5
Types of Special Ed Students in Math
1. Students who have a disability in math
2. Students who have good math skills, but are in special education because of a language/reading/writing disability
3. Students who don’t do “school” well – homework, attendance, effort in class, etc…Slide6
Accommodations – Special Ed Specific
Preferential Seating – Sit up front
:
- Often easy to follow
-Obstacle - too many students may have this accommodation:
- Special education, English Language Learners, AVID students, football players.Slide7
Accommodations – Special Ed Specific
Use of Notes for Classroom Test
Agreement with student – Take the test the first time without notes. If student doesn’t do well, he or she will get to use notes on the retake.
If there is enough practice in class, notes are not often necessary.
On Report Card – the grade is reported with accommodations if notes are used.Slide8
Accommodations – Special Ed Specific
Reduced/Shortened Assignments
:
Tell students the problems they must finish.
Have extra credit for students who finish early.
Usually once students get started, they are okay. It is getting them started that is crucial.
Use of Calculator
– still take integer time tests, but untimed. Try a number line and multiplication table first.Slide9
Accommodations – Good For All Students
Use assignment notebook planner
Communicate with parents
Note Taking
SupportCues
/prompts/reminders to stay on task
Instructions repeated/rephrasedSlide10
Accommodations – Good For All Students
Check for Understanding
– before beginning independent work or homework.
Guided PracticeSlide11
Bottom Line of Accommodations
Following the accommodations is just good teaching.
What do parents really want? They want their child to be successful. Slide12
Differentiation
First level of
reteach
:
- Use a no stakes or low stakes quiz to see which students need help with which learning outcomes.
- Should happen in the regular classroom during the regular school day.
- Should happen before the unit assessment.Slide13
Differentiation
Students have multiple opportunities to demonstrate mastery.
Students are required to show they have relearned the material before they retake the assessment:
Participate in a
reteach
session.
Make corrections on original assessment.
Complete a practice test and review answers with a teacher or peer tutor.Slide14
Progress Monitoring
Students will be more engaged in the learning and feel more successful if they can monitor their progress.
Time Tests
Homework
Unit Check Off
Grade ReflectionSlide15
Integer Time TestSlide16
Grade ReportSlide17
IEP’s
The obstacle is that if you have many special education students it takes time to fill out appraisal forms and to go to IEP meetings.
Communicate with case carriers regularly.
Communicate with parents.Slide18
Common Core
Model a real world situation using an algebraic expression
.Slide19
Common Core – Math Practices
Students create their own real world problems and create their own equations.
Make it accessible:
- brainstorm topics
- write examples together as a class
- allow students to work with a group
- …then have students write and solve their own problems.Slide20
Common Core – Use Real World Data
Is this relation a function?
x
13,400
14,000
14,000
35,200
y
36
30
40
23Slide21
Co-teaching
Most Crucial – Both teachers agree on and follow through with what they believe about how students should be treated.
Both teachers need to back each other up in the classroom.
Both teachers need to be seen by the students as teachers.
Both teachers should plan together and share the grading, student follow ups, and whatever else needs to be done to help the students be successful.Slide22
Two Co-teaching Models
Complementary:
Challenges
benefits
Side by Side:
It works very well when teaching students two different ways to solve a problem.Slide23
Opportunities with Co-teaching
When one teacher is instructing, the other teacher can observe the students.
Differentiation – This should happen often and be fluid. It should be based on specific skills that students need extra help with. Slide24
Opportunity