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NeSA Alternate Assessment Math. Flex Sessions 1.75 Flex Credit Special education support Team 2012 10.17, 10.24, 10.29, 11.1. Session Objectives. Become familiar with the purpose of teaching to state standards, extended indicators - PowerPoint PPT Presentation

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  • FLEX SESSIONS1.75 FLEX CREDIT

    SPECIAL EDUCATION SUPPORT TEAM2012 10.17, 10.24, 10.29, 11.1NeSA Alternate Assessment Math

  • Session ObjectivesBecome familiar with the purpose of teaching to state standards, extended indicators

    Read and discuss teaching strategies for middle school state standards, extended indicators

    Take away sample materials for teaching NeSA-AA Math extended indicators

  • Research indicates that students with significant disabilities are able to learn complex math skills when provided with systematic instruction and support.

    (Snell & Brown, 2010)

  • Our job is toRaise academic content standards

    Provide instruction that includes coherent and rigorous content

    Teach advanced skills

    Increase academic achievement

  • Accountability

  • FactorsCurriculum consistency

    Emphasize Pre-teaching, Teaching, Re-teaching based on unit chapter tests, quick quizzes,

    Expectation with appropriate supports

  • FactorsExpectations

    Highly Reliable Organization

    Effective Instruction

    Collaboration

  • Factor: ExpectationsExpect students to make continual progress towards grade level content standards

    Students on alternative assessment should have access to the same content taught to all students

    Teachers should be familiar with district and state standards and connect to IEPs.

  • Special Education InterventionProcesses for helping our struggling students need to be intentional.

    No Low-Slow Groups

    Think-Pair-Share: How can you increase expectations for at your school?

  • Factor: Highly Reliable Organization

    Stick with the NeSA AAM Extended Indicators support materials

    Consistent Curriculum

  • Factor: Effective InstructionSet Clear ObjectivesPre-teachingExplicit Teaching, Clear Problem Solving ModelsRe-teachingEngagement: Cognitive and Emotional StrategiesVisual/Graphic DepictionThink Aloud/Math TalkHeterogeneous Grouping w/ Pinpointed Guided Math GroupsExamples & Non-examplesConcrete-Representational-AbstractQuestioning StrategiesMath Language, Vocabulary- Visuals & Graphic OrganizersFormatively AssessDiagnostic Review: Process AnalysisMonitor Progress w/ Specific Feedback

  • Pre-TeachingPre-teaching works best when paired with direct instruction.

    When component skills of mathematical procedures are pre-taught, children learn to solve math problems much faster

    Pre-teaching components of a skill is more efficient than simultaneously mastering the components and integrating them to form a more complex skill.

    ("Pre-teaching," 1980)

  • Pre-TeachingScheduling prior to large groups instruction

    Student confidence results in increased classroom engagement

  • Concrete-Representational-AbstractBegin with concrete examples and continually expand towards abstract understanding.

    Concrete- doing stage of using concrete objects to model problems

    Representational-seeing stage using representations of objects to model problems

    Abstract- symbolic stage of using abstract symbols to model problems

    ("Concret-representational-abstract instructional approach," 2004)

  • ExampleNeSA-AAM Extended Indictor

    4th Grade 4.1.3.f Select the appropriate method of computation when solving problems (addition and subtraction)

  • Concrete: Use manipulatives

  • Representational

  • Abstract

  • Your TurnWith a partner or small group, pick an extended indicator.

    Design a concrete, representational, and abstract example to share with the class.

  • Math Language VocabularyMATH VOCABULARY CARDS

    1. Go to the LPS home page2. Mouse over the Instruction Tab, go down to Special Education click on it3. On the Special Education page, near the top right side of the page under the Special Education A to Z, click on the words Visit it here.4. Page Down to the letter C. Under the CI CRS heading, clink on the Math Vocabulary Supports.5. This will take you to the Docushare Log-in screen. Log-in with your LPS username & password.6. Click on the Folder: CI-CRS Math Vocabulary Supports7. You found the Math Vocabulary Supports!!!

  • Factor: Effective instructionCognitive Engagement: Doing, Reading, Answering, Speaking, Writing, Signaling, Performing, Thinking

    Verbal Responses

    Written Responses

    Action Responses

  • Examples VerbalCall backsGroup response WrittenResponse cardsSnowball (teacher writes problem, answers on white board)Write a problem for table partner to completeAction Walk to know it Use body to show mathematical concepts

  • Factor: CollaborationCollaborate with the classroom teacher on the following:

    Concepts

    Pacing

    Individual skills

    Vocabulary

  • LPS NeSA-AAM Supports

    Becoming familiar with the Nebraska NeSA-AA

    Math Standards and the Extended Indicators

    Look at Alternate, Extended Standards at a Glance

  • LPS NeSA-AAM Supports Review sample materials

    Look at data collections forms

    Discuss Reporting forms

  • What is your plan?

    Share out your next steps for teaching NeSA-AAM for one of your students

  • ReferencesConcrete-representational-abstract instructional approach. (2004, October 01). Retrieved from http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp

    Pre-teaching. (1980). Retrieved from http://nycdoeit.airws.org/pdf/Preteaching.pdf

    Snell, M. E., & Brown, F. (2010). Instruction of students with severe disabilities. (7th ed.). Prentice Hall.

    Academic content standards= what the students know and can doUnder academic achievement must be measured by 2 levels of mastery (proficient and advanced mastery in the content areas) and 3rd level basic skillsStates struggled to get the IEPs aligned with the academic content standardsIEP needs to be linked with the standards. The learning content was not linked with academics but necessary for success

    *Achieve and have access to all informationStrugglers- pick one strategy and learn it well*Struggling students- pick one strategy and learn it well

    *Students need to be in the classroom, in large group instruction with individual practicePreteaching, teaching and re teaching*Talk about math vocabulary* This strategy is appropriate for elementary school students of all abilities. One study found that pre-teaching resulted in achievement gains for low-achieving math students,

    *footnote*Abstract is the using mathematical symbols to to represent the the number of objects, etc.If writing is difficult Use magnetic numbers, stickers, number tiles**Table groups will choose an extended indicators, come up with ways to use all three response modes*By Grade level groups*