nesa alternate assessment math
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NeSA Alternate Assessment Math. Flex Sessions 1.75 Flex Credit Special education support Team 2012 10.17, 10.24, 10.29, 11.1. Session Objectives. Become familiar with the purpose of teaching to state standards, extended indicators - PowerPoint PPT PresentationTRANSCRIPT
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FLEX SESSIONS1.75 FLEX CREDIT
SPECIAL EDUCATION SUPPORT TEAM2012
10.17, 10.24, 10.29, 11.1
NeSA Alternate Assessment Math
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Session Objectives
Become familiar with the purpose of teaching to state standards, extended indicators
Read and discuss teaching strategies for middle school state standards, extended indicators
Take away sample materials for teaching NeSA-AA Math extended indicators
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Research indicates that students with significant disabilities are
able to learn complex math skills when provided with systematic
instruction and support.
(Snell & Brown, 2010)
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Our job is to…
Raise academic content standards
Provide instruction that includes coherent and rigorous content
Teach advanced skills
Increase academic achievement
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Accountability
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Factors
Curriculum consistency
Emphasize Pre-teaching, Teaching, Re-teaching based on unit chapter tests, quick quizzes,
Expectation with appropriate supports
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Factors
Expectations
Highly Reliable Organization
Effective Instruction
Collaboration
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Factor: Expectations
Expect students to make continual progress towards grade level content standards
Students on alternative assessment should have access to the same content taught to all students
Teachers should be familiar with district and state standards and connect to IEPs.
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Special Education Intervention
Processes for helping our struggling students need to be intentional.
No Low-Slow Groups
Think-Pair-Share: How can you increase expectations for at your school?
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Factor: Highly Reliable Organization
Stick with the NeSA AAM Extended Indicators support materials
Consistent Curriculum
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Factor: Effective Instruction
1. Set Clear Objectives2. Pre-teaching3. Explicit Teaching, Clear Problem Solving Models4. Re-teaching5. Engagement: Cognitive and Emotional Strategies6. Visual/Graphic Depiction7. Think Aloud/Math Talk8. Heterogeneous Grouping w/ Pinpointed Guided Math
Groups9. Examples & Non-examples10. Concrete-Representational-Abstract11. Questioning Strategies12. Math Language, Vocabulary- Visuals & Graphic Organizers13. Formatively Assess14. Diagnostic Review: Process Analysis15. Monitor Progress w/ Specific Feedback
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Pre-Teaching
Pre-teaching works best when paired with direct instruction.
When component skills of mathematical procedures are pre-taught, children learn to solve math problems much faster
Pre-teaching components of a skill is more efficient than simultaneously mastering the components and integrating them to form a more complex skill.
("Pre-teaching," 1980)
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Pre-Teaching
Scheduling prior to large groups instruction
Student confidence results in increased classroom engagement
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Concrete-Representational-Abstract
Begin with concrete examples and continually expand towards abstract understanding.
Concrete- “doing” stage of using concrete objects to model problems
Representational-”seeing” stage using representations of objects to model problems
Abstract- “symbolic” stage of using abstract symbols to model problems
("Concret-representational-abstract instructional approach," 2004)
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Example
NeSA-AAM Extended Indictor
4th Grade 4.1.3.f Select the appropriate method of computation when solving
problems (addition and subtraction)
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Concrete: Use manipulatives
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Representational
+ =
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Abstract
+ =3 5 8
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Your Turn
With a partner or small group, pick an extended indicator.
Design a concrete, representational, and abstract example to share with the class.
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Math Language Vocabulary
MATH VOCABULARY CARDS
1. Go to the LPS home page2. Mouse over the Instruction Tab, go down to “Special
Education” – click on it3. On the Special Education page, near the top right side
of the page under the “Special Education A to Z”, click on the words “Visit it here.”
4. Page Down to the letter “C.” Under the “CI – CRS” heading, clink on the “Math Vocabulary Supports”.
5. This will take you to the Docushare Log-in screen. Log-in with your LPS username & password.
6. Click on the Folder: “CI-CRS Math Vocabulary Supports”
7. You found the Math Vocabulary Supports!!!
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Factor: Effective instruction
Cognitive Engagement: Doing, Reading, Answering, Speaking, Writing, Signaling, Performing, Thinking
Verbal Responses
Written Responses
Action Responses
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Examples
Verbal Call backs Group response
Written Response cards Snowball (teacher writes problem, answers on
white board) Write a problem for table partner to complete
Action Walk to know it
Use body to show mathematical concepts
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Factor: Collaboration
Collaborate with the classroom teacher on the following:
Concepts
Pacing
Individual skills
Vocabulary
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LPS NeSA-AAM Supports
Becoming familiar with the Nebraska NeSA-AA
Math Standards and the Extended Indicators
Look at Alternate, Extended Standards at a Glance
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LPS NeSA-AAM Supports
Review sample materials
Look at data collections forms
Discuss Reporting forms
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What is your plan?
Share out your next steps for teaching NeSA-AAM for one of your students
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References
Concrete-representational-abstract instructional approach. (2004, October 01). Retrieved from http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp
Pre-teaching. (1980). Retrieved from http://nycdoeit.airws.org/pdf/Preteaching.pdf
Snell, M. E., & Brown, F. (2010). Instruction of students with severe disabilities. (7th ed.). Prentice Hall.