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Including Special Education Students in Algebra 1 and Algebra 2

Including Special Education Students in Algebra 1 and Algebra 2. Lisa Miller Napa High School lzmiller@nvusd.k12.ca.us. Agenda. Why is this important? Accommodations: Special Ed specific Good for all students Other Helpful Strategies: Differentiation Progress Monitoring IEP’s

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Including Special Education Students in Algebra 1 and Algebra 2

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  1. Including Special Education Students in Algebra 1 and Algebra 2 Lisa Miller Napa High School lzmiller@nvusd.k12.ca.us

  2. 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-teaching

  3. Why Is This Important?Napa High Math Data

  4. Why Is This Important?

  5. 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…

  6. 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.

  7. 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.

  8. 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.

  9. Accommodations – Good For All Students • Use assignment notebook planner • Communicate with parents • Note Taking SupportCues/prompts/reminders to stay on task • Instructions repeated/rephrased

  10. Accommodations – Good For All Students • Check for Understanding – before beginning independent work or homework. • Guided Practice

  11. Bottom Line of Accommodations • Following the accommodations is just good teaching. • What do parents really want? They want their child to be successful.

  12. 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.

  13. 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.

  14. 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

  15. Integer Time Test

  16. Grade Report

  17. 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.

  18. Common Core Model a real world situation using an algebraic expression.

  19. 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.

  20. Common Core – Use Real World DataIs this relation a function?

  21. 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.

  22. Two Co-teaching Models • Complementary: • Challenges • benefits • Side by Side: • It works very well when teaching students two different ways to solve a problem.

  23. 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.

  24. Opportunity

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