Thank you for taking the time to respond to this blog. As part of the PIMS process, I would like your feedback as a teacher with students with disabilities in your classroom. Below is a list of "Causes Related to All Content Areas" including ELA and Mathematics discovered by the PIMS team for special education students. Low performing ELA and Math MCAS scores are a direct result of these causes. I would like your input in developing student improvement objectives to alleviate these causes. Here is an example: A cause maybe "Lack of diverse reading materials." A student improvement objective for this cause would be as follows: "Students will experience a variety of reading materials including different genres and writing styles." (All student improvement objectives are written: "Students will experience".) When writing these objectives, please think that there are no limitations including money, time, etc. If you have any questions please feel free to contact Jill Davis at Ext: 4850.
Here are the "Causes Related to All Content Areas."
SUB GROUP: Special Ed
1) Lack of special techniques for memory deficits
2) Lack of special teacher techniques for student with learning disabilities (multi-modal and multi media delivery)
3) Lack of exposure to utilize abstract thinking skills
4) Lack of willingness to do entire problem
5) Low expectations of Special Needs Students
6) Lack of challenging assessments beyond quarterly exams.
Causes Related To All Content Areas
Sub-Group: Special Needs
1) Lack of diverse reading materials (genre)
Causes Related to Mathematics
SUB- GROUP: Special Needs
1) Lack of skills/practice using multi-step problem -solving process (using problems that students can relate to)
2) Lack of understanding of what a formula is and how it is applied
Causes Related to a Student Learning Objective
SUB GROUP: Special Needs
Content Area: MATH
Student Learning Objective: Identify & Use Formulas Properly
1) Lack of practice selecting the appropriate formula for a given problem
2) Lack of exposure to a special techniques (Example: Manipulatives)
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6 comments:
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I don't know if I am doing this blog correct, but here goes my attempt...In the case of science, particularly Biology for which I teach freshmen, I find the unwillingness to complete a multi-step problem, or short paragraph essay one of the biggest roadblocks. I'm not sure if it stems from the freshmens' middle school background where it was not stressed or what, but once a student sees a multi-step problem they shut down. I propose that we develop an MCAS tutoring center, or collaboration with a university, such as middlesex to let kids know there is someone to assist besides the teacher who may be servicing 120 students already.
One of the most important aspects that I find with many of my special ed. students is that they feel that because they are "special ed," that means that they are not able to complete tasks or, for lack of a better word, "dumb." I find that the teachers, as a whole, need to work on helping students better understand their disability and focusing on making them for comfortable in the learning environment.
Another important concept that I find that helps special ed. students is teaching them how to be more organized. Organizing their thoughts is key to better understanding concepts and their own ideas. Graphic organizers are important for all students, especially special ed students. They help students to organize thoughts that take a look at the broader picture, which helps in their analytical skills and their writing skills.
I also agree that some type of tutoring or after school time is needed for many of the special ed. students. The only problem with that is getting them to stay for an hour or so after school. If they did, I think that little extra time would be extremely beneficial to their success at Greater Lowell.
Thanks for including all of us in the blog!
Students will experience a variety of different types of graphic organizers to find which ones can help them the best.(Some might need pictures on them to use them, rather than just black and white words)
Students will use experience graphic organizers when answering questions, such as a paragraph template when answering a question that requires a written response.
Student will experience a step by step graphic organizer when completing a multi step problem as in math or science.
Students will be experience the use of visual handouts and hi-liters.
Students will experience a small group setting in all of their academic classes. (** One thing I recommend is smaller classes for freshmen students in history and science. I know math and english classes for freshmen and sophmores average around 10, but science and history classes average in the high 20's. Smaller class sizes would benefit these students greatly, and enable them to get the attention they need and deserve. Students are more willing to ask questions and for help in a small group setting, rather than a class of 30.)
Students will experience visuals while learning via a smartboard or computer in classrooms.
Students will experience a peer tutor or partner when solving difficult questions.
Students will experience the use of flashcards, visual vocabulary or a concentration game for memory recall in all areas.
Students will experience diverse reading materials in all classrooms. (novels, short stories, journals etc. beyond the english/reading classroom)
These causes that are found to be directly related to low MCAS scores are things that I have definitely seen with the special ed. students in English. One of the biggest things that I have seen is lack of confidence and motivation, which I think is partly due from low self- esteem (the label of being a special ed student) and the lack of interest with some of the material. I find that when the topic can be related to their own lives in some way, they become more involved and engaged. When first introducing a book or lesson, I think that it is so important to have a well planned, thought-out delivery of how you are going to sell this novel to the students. If you are excited and motivated about the novels, poetry lesson, or writing assignment it definitely helps the students to become more engaged. I also love the idea of graphic organizers, writing templates, peer-tutoring excercizes, modeling, and one-on-one conferencing.(student-teacher) These resources help students to be organized and teach each other, which builds confidence and allows students to gain input from other sources besides themselves.
In regards to the lack of challenging assessment beyond the MCAS, I think that giving practice exams using old MCAS tests and teaching students new strategies to tackle such a test are some ways to help improve the sucess rate. I also think that if they are well prepared going into it, they will perform better as well. If a student has one or two novels that they are truly comfortable with than they will probably have better results with the writing portion of the test because they can maneuver their answer around any question that they are challenged with, and put most of their focus on detail and grammar.
I also like the idea of small group settings and resources such as the smart board, computers etc. Recognizing a student's individual learning style is key.
One of the key issues I find in my classes that include students with special needs, is the lack of self-confidence in attempting work outside of their comfort zone. Many students try and when it gets difficult they use their dissabilities as the reason why they can't go on. Sometimes I feel they they find it easier to get zeros by not doing it then to try and fail. I often get blank papers with comments like, "My brain doesn't work this way".
I find that in smaller class settings the students are more willing to allow me to work with them one on one. Usually this helps with their confidence as learners.
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