Tag Archives: post-secondary education

“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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Real Life Math VS “Mathy” Math

In working with students, parents and IEP teams, I find that there is an assumption that math at some point, possibly beyond arithmetic, is simply a science fiction movie that is minimally related to real life. I hear from students as well as adults, statements like, “algebra, when are we ever going to use it?” My response is, ALL THE TIME!

The math we often present in school is a “mathy” version of the math we encounter in life. For example, the top photo below shows a pizza menu and a situation that is realistic. The calculator screen shot below the menu shows how we likely would solve the problem using a calculator on our phone.

Below is the same type of problem, but solved using “mathy” math. How many of us (besides me) are doing this at the pizzeria?

The point is, we engage in algebra but maybe do not use all the symbols and vocabulary of algebra, e.g. when we typed in 2.25 repeatedly in our calculator, we were working with the math term “slope.”

This has implications for secondary students whose post-secondary plans do not include college. If the math class is teaching “mathy” math but you want your student to learn math as it is used in real life, then an alternative math course is needed. This could be addressed through the IEP.

 

 

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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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Post-Secondary Education Goal – Points to Consider!

In special education and in K-12 education in general graduation is viewed as a culmination or the end game. In fact it is just the opposite. Graduation is a STEP towards the future. If the plans for your student is post-secondary education, including vocational training, it is important to understand a couple false assumptions.

  1. A diploma indicates the student has the academic mastery for post-secondary education. Below is a link to some documents. One is a study of how well prepared high school graduates in Connecticut are for college. In 2009 more than 2 out of 3 students entering a community college or a Connecticut State University needed to take a remedial (developmental) course in English or Math despite earning a high school diploma (and passing a state graduation exam).Screenshot 2018-05-25 at 3.22.50 PMScreenshot 2018-05-25 at 3.24.12 PM
  2. A diploma indicates the student has the ability to perform as an independent student. In a survey from Manchester Community College (Connecticut) students were asked why students struggle academically. 60% of MCC students reported that students don’t know how to study. MCC survey

Here is some information about the placement tests, with Manchester Community College used as an example. The placement test results are what determine if a student will have to take a remedial course.

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Here are related documents including those referenced above. The placement test is the Accuplacer and the documents linked include a handout with example problems for math and English from the Accuplacer.

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Self-Help Skills Video Presentation

See the video (link below) to find out about this photo.Slide28I believe one of the greatest problems in education is the challenge students have in taking an active role in the learning process.

This is a video of a presentation on issues related to academic self-help skills and how to develop them. This is especially important for students with special needs.

The sound quality is not what I want it to be but the slides may help make up for this. I intend to re-record this presentation.

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Middle school to college

college long range planning (2)This is a photo of a table I created for a former 7th grade student of mine. It laid out his academic future leading up to college. The arrows were a visual part of my explanation of how college applications are largely based on the 9th, 10th and 11th grade high school years.

This is significant because many students struggle their freshman year of high school. If they have a bad year academically one third of their courses used to compute their gpa for the application is a drag on the gpa. There are other negative consequences for a bad start to high school such as a diminished confidence, poor study skills, shifting into a lower level academic track and self-fulfilling prophecy.

Preparing for college (or post-secondary education in general) really does start in middle school. This is magnified for students with special needs. Training them to be self-sufficient and to self-advocate can take a long time. The longer it takes to start this training the longer it takes for them to become fluent at these self-help skills.

As a long time adjunct instructor at various colleges and universities I have repeatedly been witness to the same poor study skills in college as I see in high school and middle school.

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