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Diagnostic Tasks in the Special Education Classroom

Diagnostic Tasks in the Special Education Classroom. WERA Conference March 2009. Introductions. Who are we? Sasha Hammond Math Coordinator, ESD 105 Dee Dee Gaub Special Education Teacher, East Valley S.D. Shawn Morton Special Education Teacher, East Valley S.D. Who are you?.

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Diagnostic Tasks in the Special Education Classroom

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  1. Diagnostic Tasks in the Special Education Classroom WERA Conference March 2009

  2. Introductions • Who are we? • Sasha Hammond • Math Coordinator, ESD 105 • Dee Dee Gaub • Special Education Teacher, East Valley S.D. • Shawn Morton • Special Education Teacher, East Valley S.D. • Who are you?

  3. What was our dilemma? • How do we implement the research from our trainings into our classrooms? • How do we create goals and objectives that match the student data provided by the school psychologist? • How do we measure progress towards these goals and objectives in an ongoing and efficient way? • How do we align materials to the state standards, the goals and objectives, and individual student needs? • How do we differentiate between reasoning and calculation in mathematics?

  4. Our Process So far…..

  5. Step 1: Examining the Current Assessments • Why are they not working? • Cumbersome • Time Consuming • Inconsistent • What else could we use? • Examined FSiM Diagnostic tasks • Identified tasks that met our students’ needs

  6. Step 2:Aligning Diagnostic Tasks • Alignment to the strands of math • Sorting within the strands • Aligned to student needs • What were the goals and objectives needed to fulfill IEP’s? • Alignment to Standards • Created rubrics that crossed the grade levels.

  7. Step 3:Examine Psychologists’ Evaluation • Note: We wish we would have done this first! • What is being classified as calculation? • What is classified as reasoning? • What is the testing protocol? • What is not tested? • What input did the school psychologist have to help with our process? • How can we work together better as a team?

  8. Step 4:Separating Calculation from Reasoning • Separation was based on WIAT-II evaluation. • Determined we would start with calculation because our program, Connecting Math Concepts, had this focus. • Identified other resources for reasoning.

  9. Step 5:Calculation • Examined program assessments for placement. • Matched those skills to the skills identified in the psychologist’s report. • Differentiated skills into levels. • Determined the program covered all of the skills identified as calculation.

  10. Step 6:Periodic Assessments for Calculation • Identified where skills were assessed throughout math program. • Determined what was taught in the program that could be de-emphasized. • Allowed us to focus our intervention on the concepts identified as student objectives. • The program placement aligned with psychologist’s evaluation. • Discovered that other resources would need to be used for reasoning. • Filled in gaps in the program’s assessments. • Aligned calculation objectives to state standards.

  11. Step 7:Tackling Reasoning • What resources do we have access to? • What resources might we need? • How are the concepts broken down within the strands? • How do the concepts grow through the developmental phases? • How will we measure this growth?

  12. Our Resources • Groundworks, Creative Publications • Think Tanks, Origo • FSiM • Math Whizz • Teacher to Teacher

  13. Breaking Down the Strands • Reasoning with Numbers • Representation • Number Sense • Ratio and Proportion • Number Theory • Computation

  14. Cont. • Measurement • Units • Measurement Sense • Conversions • Scale • Formulas

  15. Cont. • Reasoning with Geometry • Attributes of Shapes • Composing and Decomposing Shapes • Spatial Reasoning • Transformations • Relationships Among Shapes

  16. Cont. • Reasoning with Algebra • Representations • Proportional Reasoning • Balance • Function • Inductive Reasoning

  17. Cont. • Reasoning with Probability and Statistics • Ways to Count • Probability • Interpret Data • Organize Data • Describe Data

  18. Developmental Progression of Concepts • FSiM alignment of concepts as they progress through the resources. • Alignment of diagnostic tasks to the progression of concepts. • Alignment to psychologist’s evaluation and reporting. • Creation of clear, consistent, measurable goals and objectives.

  19. Examining the Diagnostics • How we use diagnostic tasks to understand student thinking and measure student progress.

  20. Where we are going with this… • Finish the alignment work. • Pilot the diagnostic tasks. • Share the work throughout the district. • Fill in the gaps. • Figure out what else we’ve missed!

  21. Questions and Suggestions

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