# Developing IEPs, Math Strategies, Web Tools and Resources

## Presentation on theme: "Developing IEPs, Math Strategies, Web Tools and Resources"— Presentation transcript:

Developing IEPs, Math Strategies, Web Tools and Resources
October 22, 2010

Critical Characteristics of the Gifted Learner On Which Differentiation Is Based
Precocity Complexity Intensity Creative Conceptual Perfectionistic Joyce Van Tassel Baska 2009

Learner Char. and Corresponding Emphasis in the Curriculum
The Learner Precocity Intensity Complexity The Curriculum Advanced Content Process/product depth Issues/concepts/ themes/ideas

The Integrated Curriculum Model
Process Address different learning styles (not ability levels) Product Creative and performance- based Content Skills – Ideas, issues, themes across domains of learning Processes - addressing different learning styles (not ability levels). Visual/spatial – using mind maps, charts Verbal/Linguistic – reading, listening, relating (essays) Logical/Mathematical – problem solve, show by an equation

Address different learning styles (not ability levels)
Process Address different learning styles (not ability levels) Visual/spatial – using mind maps, charts Verbal/Linguistic – reading, listening, relating Logical/Mathematical – problem solve, show by an equation, If-Then

Product Creative and performance- based
Debate Presentation Brochure Create a Play Mock Trial Creating a brochure is a good activity for all students. But for high ability student, require justification or prioritizing or some higher order thinking. For example, some students could create a brochure listing the tourism attractions in West Virginia, while students with higher abilities could create a brochure listing the tourism attractions with justifications (why white-water rafting in West Virginia is better than in Colorado. Another example, some students could list the sources of energy in a presentation, while other students could list the sources and compare in costs and/or effects on environment. But at higher levels of thinking

Cross-Curricular Goal Example
Critical Skill Timeframe Condition Behavior Evaluation Criteria with Procedure By the end of grade 9 when provided a model for problem solving and conferencing with teacher for each research/PBL project phase Jane will select 4 resources to plan, develop, organize and deliver a research/PBL project as measured per project using rubric and a rating of above average or more on final product. PROCESS

Product INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools Student’s Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition Behavior Evaluation Procedure with Criteria Mastery/Progress Codes (optional) (per Grade Period) By the end of the school year, given a community project of her choosing, a variety of resources and support Jane will develop an informational brochure including justifications of statements with 100% correct grammatical and mechanical properties in writing throughout the brochure. given a variety of resource materials, electronic and non-electronic, and a research model Jane will plan, develop, organize and deliver a research project, with documented sources, in-text citations to avoid plagiarism and computer-generated graphic aids. demonstrating a highest level of proficiency on a 4 level research rubric for 3 out of 4 trials. Product Addresses product. The product should address higher level thinking rather than just a list of information (i.e., why is this important/relevant in present day living; how will this impact future living in the community?).

Process INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools Student’s Full Name ___Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition Behavior Evaluation Procedure with Criteria Mastery/Progress Codes (optional) (per Grade Period) By the end of the school year, given extension activities within the 7th grade social studies curriculum Jane will communicate her research effectively using spoken, written and visual language for a variety of audiences and for different purposes at the distinguished level on a teacher-made rating scale for 4 out of 5 trials. By the end of the school year, given support in multi-disciplinary project-based learning model Jane will apply the steps of a problem-solving model to complete a project or analyze a situation with the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials. Problem-solving goal address process – using a model in instruction and learning. (See “Teaching with Models” power point presentation). Address learning style (logical/mathematical; verbal/linguistic; visual/spatial) Process

Content Above-grade level? INDIVIDUALIZED EDUCATION PROGRAM
Page __ of __ _____County Schools Student’s Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition Behavior Evaluation Procedure with Criteria Mastery/Progress Codes (optional) (per Grade Period) By the end of the school year, given access to distance learning and facilitation by the gifted specialist Jane will complete an on-line Algebra 1 course demonstrating mastery of the course objectives on an end-of-course exam. given printed texts from current real-life issues and concerns, and focusing on key concepts and principles Jane will use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols) demonstrating completion of 100% of items on a teacher-made checklist for 4 out of 4 . Content Content Above-grade level?

INDIVIDUALIZED EDUCATION PROGRAM
Page __ of __ _____County Schools Student’s Full Name __Jane Doe Date _______ PART V: ANNUAL GOALS, Part A Timeframe Condition Behavior Evaluation Procedure with Criteria Mastery/Progress Codes (optional) (per Grade Period) By the end of the school year, Given/using Jane will Content

Services Special Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality. Generally, two categories: Acceleration Enrichment Highlight “change to the content” beyond what is offered in the general education classroom.

Specialized Instruction in B. Related Services in C.
Part IX: Services Accommodation in A. Specialized Instruction in B. Related Services in C.

Services Direct Services (by the special educator):
Pull out to Resource Room (SEE) Special Classes (SEE) Direct Instruction by the Gifted Specialist in the General Classroom (Co-Teaching) (GEE) Independent Study Mentorship Distance Learning (Gifted Education teacher as facilitator) Technology – Telecommunication Seminars Read slide. There are currently no special classes (as defined as 60% or more time in special education).

Services Indirect Services: Consultation
WV Policy 5202 states: § Consultative Special Education Teacher. – A special education teacher may serve in a consultative role to content certified and highly qualified general education teachers who are providing direct initial instruction to special education students. The consultative special education teacher is not the teacher of record for students to who s/he is providing services.” Does not confer the grade. Read slide.

Services Consultation (continued)
To confer a grade: If the special education teacher of gifted education does not hold the appropriate content specialization, a formal procedure must be developed to show collaboration and inclusion between the special education teacher and the general education instructors who are the teachers of record and who are conferring the grade. The mere presence in the classroom is not “a formal procedure to show collaboration.” Read slide.

Environment Placement Options: General Education: Full-Time (80-100%)
General Education: Part-Time (40-79%) Special Education: Separate Class (0-39% in general education) 1650 minutes per week or 330 minutes per day.

Math Strategies for Deeper Thinking
Finding Patterns

Developmental Phases Piaget linked to age, but Van Hiele is not linked to age. So, if an adult has not moved beyond the visual stage, he/she may continue in misinformation.

Developmental Phases

Developmental Phases The next phase would be Formal Deduction in which Theorems are explained – proven.

Developmental Phases Induction: Moving from an example to a theory that explains all examples; reasoning from the particular to general. If you inscribe a triangle in a circle so that one leg lies along the diameter of the circle, it seems to be a right triangle. You might conclude that this is always the case. The next phase would be Formal Deduction in which Theorems are explained – proven.

Game Develop vocabulary.

Frayer Model

Rubric

Three of These Things Belong Together
Example of more than one answer.

Begin With Manipulatives to Create a Growing Pattern
Number Number of Squares Used Explain in words how you would find the 8th triangular number. 1 2 3 4 5 6 7 1 3 6 10 . Find a formula for the nth triangular number. n = a (a+1) 2 Dana Johnson, College of William and Mary

Describing Functions and Their Graphs
Three situations and two graphs are given below. Match each graph to the situation that it represents. Situation 1: A car is driving down the street and runs into a tree. Situation 2: Water is draining from a bathtub. Graph A Label the axes of the graphs with appropriate units. Graph B Dana Johnson, College of William and Mary

From Inductive Reasoning To Proof
Math ≠ Algebra Other Math Skills: Numbers and Operations Geometry Measurement Data and Probability

From Inductive Reasoning To Proof
These two arguments are constructed for this statement: Every odd whole number is the sum of two consecutive whole numbers. Student A: Student B: 1= Take any odd number, say, 3= Because 17 is odd, it is 5= an even number plus 1. 7=3+4 9= =16+1= 8+8+1= I tried the first five and it clearly works! Student B developed a systematic way to produce all cases. Student A may not hold a key idea. David Yopp (2010). From Inductive Reasoning to Proof Mathematics Teaching in The Middle School Vol. 15, No. 5.

Analytical Reasoning Example 1
Sales manager Phil Forrester is trying to put together a sales team to cover the Los Angeles area. His team will consist of four members – two experiences and two new salesmen. Sam, Fred, Harry and Kim are the experienced salesmen. John, Tim and Dom are new. Sam and Fred do not work together. Tim and Sam refuse to work together. Harry and Dom cannot work together. Question 1. If Sam is made part of the team, the following must be the other members: A. John, Tim, Dom B. John, Dom, Kim C. Tim, Harry, Kim D. Dom, John, Fred E. John, Dom, Harry From

Project Ideas Handout Law Web Site
Logic Web Sites ACT Practice Sites

Resources New Online IEP Form: http://wvde.state.wv.us/osp/forms.html
Policy 2419 at Resources for teachers at Johnson, Dana College of William and Mary Pink, Daniel (2006) A Whole New Mind, Riverhead Books Published by the Penguin Group. New York, NY Tomlinson, Carol Ann, & Doubet, Kristina (2006) SMART in the Middle Grades, Westerville, OH, National Middle School Association Van-Tassel-Baska, Joyce (2003) Content-Based Curriculum for High-Ability Learners, Waco, TX, Prufrock Press, Inc.

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