nesa alternate assessment math
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DESCRIPTIONNeSA 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
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
Emphasize Pre-teaching, Teaching, Re-teaching based on unit chapter tests, quick quizzes,
Expectation with appropriate supports
Highly Reliable Organization
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
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-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
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
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:
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*