Supporting Students with Math Learning Disabilities NCTM 2013 Robert Frantum-Allen, MA Program Manager for Professional Development and Instruction Division of Student Services Robert_Frantum-Allen@dpsk12.org
� Capacity building journey � Collecting data on present practice � Qualifying Students for a Math SLD � Professional Development
Searching for special educators who are mathematicians
155 School -41 Charter 35% English Schools Language 84,424 Student Learners population population 39% Speak 39% Speak Spanish 9,000 Students 5,245 Teachers with a 477 Special Disability Educators 10%
2010 Capacity 2011 prior 2009 building with Special Dedicated building a Education Math FTE and relationship Math Team- 1 2 Literacy FTE with Gen Ed year study Changes in looking at State SLD research research Qualification Qualification 2009 2010 2012 3 position Grant Funding Development reduced to allowed to of one; added PD basic tools to Professional and Low be given to Development Incidence SPED teachers Units Supervision to this persons role
• Special education teachers didn’t have a copy of the • Same course but teachers core curriculum were on vastly different • Special education teachers places in the curriculum had hand me downs from • Abundance of evidence of the first version of the core the first version of the core teaching math teaching math curriculum misconceptions • Special Education Teachers • “Slower and Louder” was didn’t have any the prevailing intervention manipulatives • No evidence of “CRA” • Only a handful of special practices in the classroom education teachers had a back ground in mathematics
RTI General Education did a two year study to identify interventions 1) Computation based program that supported the 10 frame concept (k-2) 2) Conceptual based math intervention that supported the core curriculum 3) Blended learning options for schools to use Special Education Through Grant Funding 1) Computation based program that supported the 10 frame concept (k-5) 2) Conceptual based math intervention that supported the core curriculum (supported) 3) Blended learning 0ptions for schools to use (supported) 4) Manipulative K-12 and Center Programs 5) Specific tools for center based teachers who work with significant needs 6) Writing modified curriculums of the core curriculums 7) Pre-algebra and pre-geometry program
1 sq unit Y 2 X Y x 2 XY
- +
Solution is - 8 +x 2 +3y +
3x 2 - 2x 2 =x 2 -2y + 5y=3y -2y + 5y=3y 8 8+x 2 +3y
Shifting from a discrepancy between IQ and Performance to Response to Intervention
A sailor goes into a restaurant. His hands are tanned except for where a watch and wedding ring once belonged. He orders albatross, eats one bite albatross, eats one bite which reminds him of something. He goes outside and kills himself.
Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.
Activation in the brain during arithmetic Parietal lobe Motor cortex involved with movement of fingers
Difficulty understanding Associated the concept Counting with Number associated with Arithmetic Skill Deficits Module fluid reasoning Skill dysfunction Number Number Visual- Visual- Sense Spatial Deficit Procedural Disorders Memory Associated with Deficit Non-verbal Executive reasoning Functioning Rapid Recall of over learned material
Fishbone diagram is used when…. … a team wants to study … a team needs to all the possible reasons study a problem/issue why a process is to determine the root beginning to have cause. cause. difficulties, problems, or difficulties, problems, or breakdowns. … a team needs to … a team wants to study identify areas for data why a process is not collection. performing properly or producing the designed results.
2) List the 4) Identify the factors problem in within each category the head of that maybe affecting 3) Label each the fish the problem bone with categories to be studied 1) Draw the fishbone diagram diagram 5) Continue until 6) Analyze the you no longer get results useful information
Number Sense Operations Quantity Discrimination Instant Recognition of Operations number Concept Level Cardinality Connecting Level Conservation of Number Symbolic Level Number Naming Visualization Counting in multiple ways Regrouping Basic number line concepts Place Value Number ID Fluency Problem Solving Instant Recognition of Application of Math number Concepts Fact Fluency Visual Spatial Reasoning Non-Number Fluency Fluid Verbal Reasoning Executive Functioning Skills (structured or (color) unstructured): Executive Functioning Skill Fluency Reasoning and Problem Solving in math and outside of Other: math
Number Sense Operations Counting by Rote Memory: to + Concept Level: 3/3 100 + Connecting Level: 0/3 One-to-One Correspondence: + Symbolic Level: 3/3 Name: _____Greg_____ to 10 + Visualization Level: 2/3 Grade: 5 th Instant Recognition: 10/10 - Concept Level: 3/3 Conservation of Number: 1/3 - Connecting Level: 0/3 Counting Backwards: from 30 - Symbolic Level: 3/3 Estimation of Objects: 3/3 - Visualization Level: 3/3 Numeral Recognition: 10/10 Regrouping + Concept Level: 0/3 Numeral Forms : 10/10 Regrouping + Connecting Level: 0/3 Cardinality: 5/5 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Place Value Concept Level: 3/3 Poor Regrouping - Connecting Level: 0/3 Place Value Connecting Level: 3/3 performance Regrouping - Symbolic Level: 1/3 Place Value Symbolic Level : 3/3 in Math Fluency Assessment: Fluency Assessment: Problem Solving and Applications and 1. 14%iles Interview : SS 92 Key Math 2. 18%ile 3. 22%ile Color naming RAN: 5 grade level Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math Verbal Reasoning: SS 102 Executive Functioning Skills (structured or unstructured): - Poor focus in Math; excellent focus in Reading and unstructured environments Fluency Reasoning and Problem Solving Other: -Older sibling have no issues with math; parents didn’t report any history of math difficulty
Executive Functioning Root Cause of Math Difficulty Concerns that impact Procedural Name: ___________Greg ___________ Is there evidence Math to suggest 1. Student has the Student has the difficulty with Prioritize the concerns ability to sustain executive focus when functi oning? 1. Conceptual Understanding of basic skills are Operations automatic automatic 2. ______________________________ Reasoning 3. ______________________________ Concerns that impact problem Is there evidence 4. ______________________________ solving to suggest 2. 5. ______________________________ difficulty with reasoning ? reasoning ? Student is able Student is able Student is able 6. ______________________________ 6. ______________________________ to learn through various methods (mastery, inquiry) inquiry) Math Fluency Concerns Concepts and Number Sense Is there evidence Application Concerns to suggest Concerns Is there evidence difficulty with Is there evidence to suggest processing 3. to suggest difficulty with speed problems with Is there number sense? concepts and evidence to application? suggest difficulty with Create Computation conceptual treatment Concerns understanding plan of operations ?
Treatment Plan for Greg Direct Instruction Accommodations and Home to School Modifications of the Core Connections Curriculum Recommendations: Areas of Concern: Lacks Home Engagement: � High instruction of the conceptual operational conceptual understanding of operations using a understanding X Medium CRA approach; continue to build � Low � Low visualization concepts through 10 frame computation exercises computation exercises � None Goals : Increase understanding Accommodations: Allow use Meaningful Homework of operational concepts of computing devices when doing Tasks : allow use of manipulative problem solving tasks; make sure to solve basic computation CRA approach is used in problems; homework that follows introducing new concepts a CRA approach. Plan: 15 minutes of supplement Modifications: No during math instruction by the modifications needed at this special education teacher; use time Origo and Hands on Standards Materials
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