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Connecting the Dots

Connecting the Dots. Mathematics Students Who Struggle Adequate Yearly Progress. A family is giving money to charity:. First, give one-third of their money to the Red Cross Second, give four-sevenths of remainder to American Cancer Society

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Connecting the Dots

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  1. Connecting the Dots Mathematics Students Who Struggle Adequate Yearly Progress

  2. A family is giving money to charity: • First, give one-third of their money to the Red Cross • Second, give four-sevenths of remainder to American Cancer Society • Third, give one-half of remainder to Relay for Life • The rest, $12 to the local animal shelter

  3. How much did they give to each?

  4. Symbolic Let original amount = x First: Red Cross got 1/3 x, left with 2/3 x Second: 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?

  5. Let’s Try A Different Approach • First, the Red Cross • gets 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 8 12 12 12

  6. Start with the Data Schools in 2007: 2100 Number not making AYP: 374 Number not making AYP due to Academic Performance: 336

  7. K-8 CRCT Mathematics Number of Students: 800712 Number with Disabilities: 107421 Number with Disabilities in Did Not Meet category: 44879 Only Category classified Did Not Meet!

  8. Enhanced GHSGT-Mathematics Number of Students: 106811 Number with Disabilities: 10412 Number with Disabilities in Did Not Meet category: 5033

  9. Be Pro-Active Not Re-Active

  10. 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

  11. 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 Science

  12. 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)

  13. Collaboration is: • Shared classroom • Purposeful instruction • Heterogeneous grouping • One classroom setting • Joint accountability • Participation of both, but varied

  14. Benefits of Collaboration For 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

  15. Benefits of Collaboration For Students without Disabilities . . . • Allows exposure to a wider range of instructional strategies and activities • Provides additional help for those who need assistance • Increases tolerance of human differences • Does NOT impede the achievement of average and gifted learners

  16. Collaboration/Co-Teaching Approaches Teacher Teacher Teacher Teacher Different Different Same Same Independent Station/Center Different Parallel Teacher Teacher Teacher Alternative Same Different Different Teacher Team/Co-Teaching

  17. Mathematics Support • Classroom interventions • Tutoring • Before/after-school programs. • A second mathematics class • Additional time and attention • Previewing of regular class content • Re-teaching to address gaps • Continual monitoring and communication • Skills and knowledge needed to show mastery • Accompanies regular grade-level mathematics course

  18. Multiple Representations

  19. 149162536496481

  20. 1 4 9 16 25 36 49 64 81

  21. Any Thoughts? Donna Ann Flaherty Education Program Specialist For Specific Learning Disabilities dflaherty@doe.k12.ga.us Janet Davis Mathematics Program Manager jdavis@doe.k12.ga.us

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