My focus learner as an IEP math goal that states “He will be able to correctly answer problems with 75% accuracy using a 5th grade math application probe for four out of five consecutive weeks. Skills include multiplication, division, addition, subtraction, telling time, basic geometry, decimals, and fractions”. My learning goal states that “The student will be able to find the GCF and LCM using various operations”. This goal aligns with the focus learner’s IEP math goal by allowing him to demonstrate his skills and understanding of multiplication facts and division facts. He will demonstrate this by finding the multiplication factors of two numbers and then find the GCF of those two numbers. Then he will find the multiples of two numbers
and then find the LCM of those two numbers. One of my supports for the focus learner is a multiplication table in an interactive notebook. This will allow him in finding the multiplication factors and multiples of the numbers and help him become familiar with the factors and multiples of whole numbers. For example, when he has to find the factors of “24”, he will be able to use a multiplication table to find the number “24” on it and find the factors of that number. Another support that I am using for the focus learner is if he is having trouble reading a question or words he can ask me to read it to him. In addition to his math goal he also has a reading goal that allows me to read parts or the whole question to him. The last support I am using is allowing the focus learner to use a small white board to work the problems on before writing it on the assessment. This will allow him to work on the problem and erase mistakes and show me where he might be having trouble without having to erase a lot. He is more liking to rush through it or stop trying if he has to erase a lot.
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
Justification: Alternate schedule as need and some core subjects may be taught in small group therefore Tiffany is successful. General Education and Special Educations teacher meet and collaborate as
Carlos is 12 years old Hispanic American in grade 7th. He is fine-looking, polite, admired, and hardworking. His Math is good and he has good skills in auditory processing. Unfortunately, local committee and special education has classified him as Learning Disabled. Learning Disability encompasses numerous types of learning problems. Following are 3 main Learning Disabilities he carries.
I need to file criminal charges against Alina and Javier Lorenzo. These individuals own Excelling Minds Tutoring services and Educational Solutions. They are contracted by agencies such as CHS Children's Home Society and FRC Family Resource Center. These agencies are connected with family court and provide different services to children that are in custody, neglect and abuse cases.In return Excelling Minds Tutoring hires tutors, teachers and therapists to provide these services to these children.
During this lesson, I pushed my students to be able to justify their answers using their knowledge of tens and ones. While not explicitly taught during any of the curriculum lessons, it is a skill required on a number of questions on the test. I predict that some students will struggle with this portion of the test due to their lack of practice using academic language to rationalize their answers. My students “know” what numbers are greater or less, but during this lesson I still heard “I just knew” instead of them going back to their models every time to cite evidence to support their answer. As I finish out this year, and as I think about my teaching practice next year, this is definitely an area of growth that I want to focus
It is the tutor’s responsibility to ensure that learners feel comfortable in the learning environment and that they understand the importance of numeracy as a life and work skill and feel motivated and confident in their own abilities to use it. It is tutor’s responsibility to support the learner to achieve the goals they set on their ILP and to inspire them to achieve their full potential. It is the tutor’s role to prepare the learner with the skills needed for a successful life.
Using the SMART goal setting system will help you maintain focus on your short and long-term goals, which will help to keep you on track (Lewis, 2000, p. 15). Therefore, setting realistic goals is important to achieve realistic and timely outcomes.
In Principles to Actions (NCTM, 2014), NCTM states that effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems. National Council of Teachers of Mathematics (NCTM) stated in 2000 that students in grades three through five are expected to a) develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems and b) develop fluency in adding, subtracting, multiplying and dividing whole numbers. A majority of students
Multiplicative thinking is a capacity to work flexibly and efficiently with an extended range of numbers, an ability to recognise and solve a range of problems and the means to communicate effectively in a variety of ways. Mathematical skills start from an early age, children start school equipped with an understanding of how the basic number system works. Teachers play the role of providing a wider and more complex range of information to advance their skills in understanding the number system. Effective teachers engage students, regardless of their prior understanding and implement lessons to build on prior knowledge, or create understanding, to advance the learner to become mathematical multiplicative thinkers. Children go through stages
Jacob has a lot of difficulty staying focused during math. He needs additional time and support to solve word problems. Jacob needs to be redirected to stay on task often. He needs extra small group support to grasp the different mathematical concepts that we are working on. Jacob also receives modifications/adaptations to do all tests/quizzes. He is allowed to use a calculator, multiplication chart, "cheat sheets" and make test corrections to any grade below 70%. Jacob has improved his basic math fact skills.
Students were also evaluated to understand the concept that the sum of a fraction may be decomposed into parts (or recomposed into an equal sum). Next students had to express the decomposed fraction as a multiplication equation. Lastly, students had to label and plot the decomposed equivalent fraction on a number line with jumps (representing the decomposition). These concepts which all correlate with one another was challenging and extremely difficult for 3/4th of the students within the class. Question 3 A & B are based on the concept of decomposing fractions. Data shows 16 students struggled with question 3 A and 18 students struggled with 3B. Due to the amount of students with IEP’s, 504’s, and students needing extra math support, mathematical concepts and skills are challenging and often these types of student population have gaps in learning. As stated previously 3/4ths of students, especially those students with special needs did not comprehend the concept. It is quite possible many students did not receive or understand the foundational fraction concepts and notions. The students that fall bellow grade level really required further instructional on the concepts of what a fraction is.
Some students did not write anything at first, which prompted Botts to explain that the SMART goals were part of their grade as well. After writing their goals, students were given a warm-up activity through the Elmo where they were to subtract two polynomials. All of the students wrote the problem down. Some of those students proceeded to solve the problem while others stared at their paper until
Addressing learning objectives at the beginning of the lesson, referencing learning targets that they have crafted/partially authored, putting into context what they want to learn, further elaborating how what they want to learn relates to the unit learning targets, and reusing the learning target language throughout the lessons helps students to understand how/why the learning targets apply to key concepts and learning activities throughout the lesson. While students will continue to master these learning targets throughout the lessons, they were able to apply their understanding to each learning target when they:
A person needs to achieve certain goals in one's life before you can call them successful. Success is to achieve goals, you have set. I have set certain goals I would like to achieve in my lifetime. Some of these goals are personal while others are professional. My professional goals in life are to find a good job that makes me happy, get a good education, find a job that makes enough money for me to support my family, and help people. Goals it is very important for me to receive a good education. Most job fields require a descent education. If I don't have an education I would not be able to function properly at the work place and I would not understand what to do. To maintain a good job that will make good money will require me to go thorough schooling or training and maybe even both. Education is the first and foremost way to become successful, because the job I will choose will need me go to school and maybe even beyond college. My happiness in what I do is also a goal for me I my life. There is no way someone can become successful if they are not happy with what they are doing. ...
In conclusion I still have things I need to work on to make the child's math experience positive as well as finding ways that could help me encourage the child to find the right answer when they are struggling. I have also realized after thinking about my experiences I had in my math classes that I don't want the children to feel the same way I do. This could help me in a lot of ways because I know I don't want to give the children a negative outlook on math because it could stay with them for a while and determine whether or not they like math.