Report

Including Special Education Students in Algebra 1 and Algebra 2 Lisa Miller Napa High School [email protected] Agenda 1. Why is this important? 2. Accommodations: - Special Ed specific Good for all students 3. Other Helpful Strategies: - Differentiation Progress Monitoring 4. IEP’s 5. Access to Common Core 6. Co-teaching Why Is This Important? Napa High Math Data Year Number of Students in Special Ed Math Classes 2007-2008 100 2012-2013 15 Number of Students in General Algebra CST Percent Proficient Percent Tenth Graders Passing CAHSEE Math 150 35 17% 80% 27% 88% Why Is This Important? 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… 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. 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. 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. Accommodations – Good For All Students • Use assignment notebook planner • Communicate with parents • Note Taking SupportCues/prompts/ reminders to stay on task • Instructions repeated/rephrased Accommodations – Good For All Students • Check for Understanding – before beginning independent work or homework. • Guided Practice Bottom Line of Accommodations • Following the accommodations is just good teaching. • What do parents really want? They want their child to be successful. 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. 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. 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 Reflection Integer Time Test Grade Report 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. Common Core Model a real world situation using an algebraic expression. 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. Common Core – Use Real World Data Is this relation a function? x 13,400 14,000 14,000 35,200 y 36 30 40 23 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. Two Co-teaching Models • Complementary: • Challenges • benefits • Side by Side: • It works very well when teaching students two different ways to solve a problem. Opportunities with Co-teaching 1. When one teacher is instructing, the other teacher can observe the students. 1. Differentiation – This should happen often and be fluid. It should be based on specific skills that students need extra help with. Opportunity