Transcript Simple Accommodations for Your IEP Students in the

Simple Accommodations for
Your IEP Students in the
General Ed Classroom
TRICIA BAGNAS
RESOURCE SPECIALIST PROVIDER
DISCOVERY CHARTER SCHOOL
SAN JOSE, CA
About Me
 Graduated from UC San Diego
 2/3 Multi-age teacher for 5 years with Multiple
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Subject Teaching Credential
Resource teacher for 5 years with Mild/Moderate
Teaching Credential
Learning Center Model of special education
Taught in San Diego and San Jose
Loved math growing up but greatly struggled with
reading
Mainstreaming IEP Students
 Why are IEP students mainstreamed?
 Social, emotional benefits
 Exposed to model students
 Ability to share and grow strengths
 Other students learn acceptance, compassion, etc.
 Why is the IEP process so long?
 RtI process
 60 days to test
 What do you do in the meantime?
How Does it Feel to Struggle with Math?
Video Clip Observations
1.
What did you notice about Sheldon’s teaching?
- Strengths and weaknesses
- Similarities to your classroom
2. What did you notice about Penny’s learning?
- Behaviors to get help
- Behaviors to avoid learning
3. What could have been done differently?
- Teaching style or technique
- Accommodations
General Math Struggle
1.
Visual/Spatial
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Geometry
Arranging concepts
2. Basic facts
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Memorizing any basic fact
3. Number sense
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Understanding the relationships between numbers
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Using logical reasoning
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Can lead to math anxiety
Math Activity Instructions
Multiply the third number in the first row by the
seventh number in the third row.
2. Add this result to the fifth number in the second
row.
3. Add to this total ten times the fourth number in the
third row.
4. Subtract the eighth number in the first row from
the result.
1.
Adopted from PBS Misunderstood Minds
Solve
Problem 1:
658745684
321956421
651513235
Problem 2:
754995441
251489668
575757682
1.
2.
3.
4.
Multiply the third
number in the first row
by the seventh number in
the third row.
Add this result to the fifth
number in the second
row.
Add to this total ten
times the fourth number
in the third row.
Subtract the eighth
number in the first row
from the result.
Strategies to Try
 Modified paper
 Color coding
 Music
 Personalize problems
 Fidgets/built in
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 Breaking down
problems
 Written instructions
 Manipulatives
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breaks
Body
movement/space
Focus on one aspect
at a time
Visuals
Alternative methods
Games
And more …
Modified Paper
 Vertical lined paper
 Graph paper
 Boxed paper
 Blank paper
 Post-it notes
Color Coding
 Rainbow order
 Patterns
 Place value
 Coins
 Instructions
36
x25
Music
 Different memory for music
 Basic facts
 School House Rocks
 Multiplication by Heart
 Ron Brown – Intelli-Tunes
 Rhymes
 7 x 7 has four straight lines, which will = 49
 Six asked eight for a date, 6 x 8 = 48
Personalized Problems
 Using student names or
activities
 Student created
problems
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Joe bought five packs of
Magic cards to add to his
ninety-two card collection.
Each pack had ten cards.
How many Magic cards
does Joe have now?
Create a word problem
for yourself.
Breaking Down Problems
 Math demonstration
 Use pictures, numbers, etc.
 Time estimates with projects
 Mnemonic devices
 MZMA
 DMSB
D ÷
M ×
S −
B
Written Instructions
 Disabilities it supports
 Auditory processing
 Working memory
 Expressive language
 Paper, board, computer, etc.
 Providing students with a tool to be independent
 Students can help each other
 Math simulation – What would you have done
without the written instructions next to the
problem?
Manipulatives
 Any hands on material
 Free samples in the conference hall 
 Not just for younger students
 Virtual versus physical
 National Library of Virtual Manipulatives
Fidgets
 Learning tools versus toy
 No distracting others
 Nothing with a face
 Gum?
Body Movement/Space
 Are your students asking to go to the bathroom
every few minutes?
Run around playground
 Fake errands
 Standing or laying down to work
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 Silent movements
 What do students naturally do?
Specific Focus
 Focus on process or numbers, not both
 Math Simulation
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Problem 1:
658745684
321956421
651513235
 Similar to rubbing your tummy and patting your
head
 87 x 36 or 36 x 25
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How are these the same or different?
Visuals
 Manipulatives
 Tables
 Word problems
 Connecting definition or strategy to a picture
 Charts around the room
Alternative Methods
 How many different ways can you solve 125-87?
 Think traditional and inventive
 What different modalities could you use to teach
36 x 25?
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Musically, visually, auditory, in writing, etc.
Games
 Usually build more than one math skill
 Compromise
 Number Sense
 Online, partner, family, etc.
 Cool Math website
 Family Game Night
 Get creative
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Responsive Classroom - Math Zoom
Kagan Strategies - Snowball
Marilyn Burns
Van de Walle
If we don’t…
Stay Positive
 Small steps for long term goal
Questions
Thank you for attending!
Tricia Bagnas
Resource Specialist Provider
Discovery Charter School
4021 Teale Avenue
San Jose, CA 95117
(408) 243-9800 ext 228
[email protected]