Mathematics Students Who Struggle

Adequate Yearly Progress

A family is giving money to charity:First, give one-third of their money to

the Red CrossSecond, give four-sevenths of

remainder to American Cancer SocietyThird, give one-half of remainder to

Relay for LifeThe rest, $12 to the local animal

shelter

Let original amount = xFirst: Red Cross got 1/3 x, left with 2/3 xSecond: American Cancer Society got 4/7(2/3x), left with 3/7(2/3x)Third: Relay for Life got ½(3/7(2/3x)), so left with ½(3/7(2/3x))$12 = ½(3/7(2/3x)So, now just solve, go ahead, we’ll wait……

Exactly how many of our students feel, so what do we do?

•First, the Red Crossgets 1/3.•Second, the American Cancer Society gets 4/7 of what’s left.•Third, Relay for Life gets ½ of what’s left.•Last, the animal shelter gets $12.

28 28 28

8 8 8 8 8 8

12 12

12

8

•Schools in 2007: 2100•Number not making AYP: 374•Number not making AYP due to

Academic Performance: 336

•Number of Students: 800712•Number with Disabilities: 107421•Number with Disabilities in

Did Not Meet category: 44879Only Category classified Did Not Meet!

•Number of Students: 106811•Number with Disabilities: 10412•Number with Disabilities in

Did Not Meet category: 5033

Our Overarching Beliefs

ALL students can learn (NCLB, IDEA 2007)

ALL students have unique needs that impact their educational performance

ALL students must have access to appropriate materials and instructional methods that provide support for their learning

Who are our students?• Persistently low performing students

preliminarily identified through Enhanced Assessment Grant– Evaluated in grades 5 & 8 – Mostly male– Mostly Black– Most qualify for free &/or reduced lunch– Not all are students with disabilities!

• Through drilling down data of CM schools– SWD had higher DNM percentages– However, ALL students had high rates of

DNM especially in Math and Science04/21/23 11

Collaboration Defined: Involves two or more

professionals Involves heterogeneous

groups of students Shared responsibility for

planning, instructing, and evaluating students

(Information from The Center for Collaborative Education, Pioneer RESA, and North GA GLRS)

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Collaboration is:

Shared classroom

Purposeful instruction

Heterogeneous grouping

One classroom setting

Joint accountability

Participation of both, but varied

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Benefits of CollaborationFor Students with Disabilities . . .• Increases participation in general education

classrooms• Increases achievement and test scores• Increases social skills• Increases self-esteem• Reduces behavior problems• Reduces fragmentation and “missed”

activities• Increases teacher expectations

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Benefits of CollaborationFor Students without Disabilities . . . Allows exposure to a wider range of instructional

strategies and activitiesProvides additional help for those who need

assistanceIncreases tolerance of human differencesDoes NOT impede the achievement of

average and gifted learners

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Teacher Teacher

Independent

Different

Different

Different

Teacher T

eacher

Same

Same

Different Different

Teacher

Teacher

Same

Teacher

Teacher

Station/Center Paralle

lAlternative

Team/Co-Teaching

Mathematics Support Classroom interventions TutoringBefore/after-school programs. A second mathematics class

Additional time and attention Previewing of regular class content Re-teaching to address gapsContinual monitoring and communication Skills and knowledge needed to show mastery Accompanies regular grade-level mathematics

course

Multiple Representations

Donna Ann Flaherty Education Program Specialist

For Specific Learning Disabilities

dflaherty@doe.k12.ga.usJanet Davis Mathematics

Program Managerjdavis@doe.k12.ga.us