Tag: long range planning

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Progress, but in What Direction!?

In the video, Charles Barkley has made great progress getting to Annapolis for the NCAA Basketball Tournament. Problem is, the tournament was in Indianapolis.

For obvious reasons, in special education we frequently discuss and recognize progress. As in the commercial, there can be a lot of progress, but in what direction? Is it moving the student towards postsecondary goals the family has established and will the student be prepared for postsecondary life?

When I work with IEP teams or with families, I look to establish the postsecondary goals and evaluate progress accordingly. Often, I am called in to help when a student is in middle or high school and is years behind in math. With only a few years remaining with support through IDEA, it is crucial that progress be evaluated in terms of a long range plan that gets the student ready for postsecondary life and the student is ready BEFORE leaving high school (or a transition program). In other words, the student arrives in Indianapolis and is there before the game starts.

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“They Will Never Need This Math”

As a parent of a child with a disability and as a math educator, I am repeatedly struck by the fact that a group of adults (educators and professionals) convene to discuss and plan how to help a child. A great deal of time, resources, and money is concentrated on that child. Awesome! Unfortunately, in math education I frequently encounter situations in which this collective energy is concentrated on math that is more about boxes to check than engaging the student in math that he or she will need in post-secondary life.

IDEA enumerates the purpose of special education, with the transition goals aligned with employment, living skills, and future education that are desired for each individual student. This is explicit and aligns with the goal most teachers likely have, to make a difference in the lives of their students.

Despite this, when I am called in to help with math programming for a student I often find the math being presented to the student is not aligned with the post-secondary goals and often appear to the result of following the general ed curriculum, by default. Here are some examples.

  • I co-taught an algebra 1 class with a student impacted by autism to the point that he needed a paraprofessional guiding him through the daily work. He worked in isolation with the para and struggled with the basic elements of the course. It was not until his junior year that he was moved to a consumer math class. 
  • A senior was in a consumer math course I taught. The course was for students who could not access the general curriculum, yet her transition goal for education was to attend a community college. This setting likely require a math course (that did not have consumer math topics) and a placement test.
  • I was called in by a district to help a 10th grader who was not grasping the basic math or pre-algebra that was presented for months. He was showing significant task avoidance. The postsecondary education goal was for him to attend a community college. I started algebra work with him immediately and he was grasping it.
  • Over 25 years of teaching math I have periodically heard educators minimize the struggles of students with math with the rationalization “they will never need this math.” My response is to ask why “then we are presenting this math to them?!”

So what math do they need? Here is a list of blog posts that address this question. In short, here is what I share with IEP teams, educators, parents, and special ed teacher candidates I teach.

  • If the goal is a career that involves a 4 year degree, then boxes must be checked. The student will have to have the math courses needed to get into the college and to prepare for the math in his or her major. This is the “mathy math” that will be on a college placement test as well.
  • For a 2 year degree at a school with open admissions, the focus of the high school math can be narrowed to the math course required (if any) and on the placement test. Typically, this would involve a focus on algebra. For the aforementioned 10th grader, we did not cover geometry and prioritized the algebra topics to cover. 
  • For a vocation, cover the math needed for that vocation. For example, I worked out a long range plan for 7th grader whose mother shared that may work in an auto repair setting. The math needed for that vocation is measurement so the plan focused on measurement and life skills/consumer math. 
  • For another middle school student whose goal was to have a job and to be as independent as possible. He loved sports and his mother said he would love to work in a sports related store. For him I recommended data and statistics (not the mathy type but meaningful and applied stats and data) to help him make sense of and discuss sports stats. This was complemented by a recommendation for consumer math.

Students should be presented the math they NEED.

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Math Intervention is Packing a Suitcase

In working with students with special needs on math programming and services, a common and important issue is that the student is behind and there is a tension between math intervention to fill gaps and addressing ongoing grade level content.

Unpacking the situation

There is no single grade level for math, as is the case for reading. Math progression is more like a web, not a line. For example, if a student can do 5th grade geometry but only 3rd grade level fractions, do we average out the grade level math to be 4th grade? (No.) Do we identify the student as working at a 3rd grade level? (No.) 5th grade level? (No.)

Like a suitcase, there is a capacity to the daily time a student has for school services. I often encounter situations in which the services recommended involve the student working on grade level content and catching up on the gaps during support time. If the student has only been learning 75% of the math content each year, he or she needs that support time to help learn the new content to get closer to 100%. There is too much being stuffed into the suitcase. Something has to give.

The focus of the services and programming often shifts away from post-secondary plans, with a focus on the short term. Like the situation facing the man in the image below, there are long term implications.

Recommendations

There are two recommendations I make in regards to addressing the gaps, without overstuffng the suitcase.

The IRIS Center is part of the Peabody College of Vanderbilt University.
  • Use triage to shift focus to the priority topics. For example, the parents of a student in 7th grade but working on math from lower grade levels wanted to pursue a math track that would allow the student to go to community college. I mapped out a long range plan (image below) that focuses on algebra as that is the type of math most likely encountered in a math requirement. Here is another plan which was to prepare a student to possibly work in a field related to cars.
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Long Range Planning in Regards to Math for Students Receiving Special Ed Services

Below is a photo of a hyper-doc that I use to map out a long range plan for math services and academics for students receiving special education services. Here is a link to a video explaining how the document is organized and how it “works.” (Note, the image of the document on the video is not crisp, so I suggest you look at the handout while watching the video.)

The document contains several links to resources such as videos, websites and blog posts that provide additional information. Feel free to reach out to me using the Contact Form on this page if you have questions or would like input. I am happy to help.

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Mailbag Jan 26, 2019

Are you a parent of a student with special needs who is struggling with a math topic? Are you a teacher figuring out how to differentiate for a particular student on a math topic? Pose your question and I will offer suggestions. Share your question via email or in a comment below. I will respond to as many as I can in future mailbag posts.

Here is a topic multiple educators and parents ask about:

I don’t want my child to be stuck in a room. He needs to be around other students.

Randy:

Often we view situations in a dichotomous perspective. Inclusion in special education is much more nuanced.

Image result for for in the road

In math if a student cannot access the general curriculum or if learning in the general ed math classroom is overly challenging then the student likely will not experience full inclusion (below) but integration (proximity).

For example, I had an algebra 1 part 1 class that included a student with autism. He was capable of higher level algebra skills but he would sit in the classroom away from the other students with a para assisting him.  Below is a math problem the students were tasked with completing.  Below that is a revised version of the problem that I, as the math teacher created, extemporaneously for this student because the original types of math problems were not accessible to him (he would not attend to them).

mapping traditional

comic book mapping

I certainly believe in providing students access to “non-disabled peers” but for students who are more severely impacted I believe this must be implemented strategically and thoughtfully. Math class does not lend itself to social interaction as well as other classes. If the goal is to provide social interaction perhaps the student is provided math in a pull-out setting and provided push-in services in other classes, e.g. music or art.

Here are the details of example of a push-in model I witnessed that had mixed effectiveness.  A 1st grader with autism needed opportunities for social interaction as her social skills were a major issue. She was brought into the general ed classroom during math time and sat with a peer model to play a math game with a para providing support. The game format, as is true with most games, involved turn-taking and social interaction. The idea is excellent but the para over prompted which took away the student initiative. After the game the general ed teacher reviewed the day’s math lesson with a 5-8 minute verbal discussion. The student with autism was clearly not engaged as she stared off at something else.

Inclusion is not proximity.

 

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Mailbag Jan 25, 2019

Are you a parent of a student with special needs who is struggling with a math topic? Are you a teacher figuring out how to differentiate for a particular student on a math topic? Pose your question and I will offer suggestions. Share your question via email or in a comment below. I will respond to as many as I can in future mailbag posts.

Here is one from Doug:

You pointed out that what the student really needed to learn was counting money.

What insights do you have for reconciling the pressure of inclusion with the pressure of individual goals?

Randy:

The purpose of special education as explained in IDEA:

The most important statute in IDEA is Purposes in Section 1400(d). The main purposes are:

  • . . . to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living”

In short, the purpose of special education is to prepare students for life after public education.

I worked with a family of a 7th grade student and the first step was to ask the parents to share the post-secondary goals. The mother replied that they hoped he could live independently and have a job. He likes working with cars so maybe in that area. In response I mapped out a long-range plan to prepare the student with the math skills needed for working with cars. Given the focus on working with cars measurement that is what dominated the plan (below).long range planning calendar.png

The IEP goals and objectives are supposed to be aligned with the post-secondary goals. The IEP team doesn’t need to wait until age 16 to incorporate this alignment. Students who are more severely impacted by a disability need as much time as they can get to prepare for life!

With all of this in mind, I will reply to the question. If the IEP team is focusing on preparing a student for post-secondary life then programming and services should be aligned accordingly. The main push for this should, in my opinion, come from the parents because this is all about their child. They will be the ones dealing with the outcomes of the education of their child, for better or worse.

If the student needs more small group or individual instruction for math or academics I would focus on a balance between the more isolated settings for crucial academic content vs courses that may more amenable to a general ed setting to allow the socializing and interaction with “non-disabled peers.” I recently completed a report for a math evaluation that involved this very situation. One recommendation was to provide the small group pull out support for math and English while providing full inclusion in gym, art and science (in which labs and group work was prevalent).

If you are an educator my suggestion is to ask the parents to share their ideas regarding post-secondary life. In fact, just this morning I had a conversation with a mother whose student was struggling with the traditional math sequence. We discussed post-secondary goals and she was welcoming of the idea of aligning her son’s math education with what he would likely be doing after high school (which was not college).

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Graduation, Now What?!

I believe that the high school diploma is widely viewed as the end game of K-12 education. The purpose of special education focuses on life AFTER the diploma. The focus of our collective efforts should be on NOW WHAT?

nowwhat-589

I have posted on this topic and want to circle back to it. If the purpose of special ed is to prepare students for life after K-12 education then I believe we should use backwards planning to guide services. I stumbled across a website on LinkedIn that can be very useful. This site (see below) provides detailed information about requirements for various occupations – useful for backwards planning. For example, I worked with a student in 7th grade with a more severe disability who was interested in working with cars. The math needed for this occupation was largely measurement and that was the focus for his math – a modification.

career one stop

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