21
Mathematics Students Who Struggle Adequate Yearly Progress
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)
04/21/23 12
Collaboration is:
Shared classroom
Purposeful instruction
Heterogeneous grouping
One classroom setting
Joint accountability
Participation of both, but varied
04/21/23 13
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
04/21/23 14
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
04/21/23 15
04/21/23 16
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
[email protected] Davis Mathematics
Program [email protected]
