Prereferral Interventions Considerations

1
Pre-referral Interventions Considerations

• Determining quantitative or qualitative learning
  style
• Determining the mathematical knowledge brought by
  students
• Ensuring prerequisite skills are in place
• The language of Mathematics is known
• Acceptance of the range of performance in any
  class

2
Learning Style Accommodations

• Quantitative Learners
• procedural, methodological,sequential
• hands on formulas standardized way of problem
  solving prefer deductive reasoning strategies
• learn best in a highly structured continuous
  teaching style
• prefer hands on material counting basis

3
Learning Style Accommodations

• Qualitative Learners
• holistic,intuitive visual/spatial
• verbalize through questions, associations,concepts
  see interrelationships between procedures and
  concepts prefer math application strategies
• prefer a discontinuous style of teaching
• work tends to have careless procedural errors
• work may never be fluent

4
Pre-requisite Skills

• Ability to follow sequential directions
• Keen sense of directionality
• Pattern recognition and its extension
• Visualization
• Estimation
• Deductive reasoning
• Inductive reasoning

5
Mathematical Language

• is a second language
• It is the symbolic representation of ideas
• It conveys meaning
• It can become confusing when there is no
  relationship between English meaning and
  mathematical meaning
• 10 is how many more than 7
• 10 take away 7
• subtract 7 from 10

6
Best Practices to Meet all Learners

• Inductive Approach
• explain the linguistic aspects
• introduce the general principle
• student investigation with concrete materials
• give many specific examples
• have students discuss their discoveries about how
  the concept work
• demonstrate the integration of experiences into
  the general principle

7
Best Practices..

• Deductive Approaches
• reemphasize the general law, rule, principle
• show several specific examples that obey the rule
• have students state the rule and give specific
  examples that obey it
• have students explain the language of the concept

8
Accommodations/Adaptations

• Shared reading
• Manipulatives
• Highlighted Key Words, Concepts Operations
• Mnemonics
• Shortened assignments
• Increase in time

9
Modifying Outcomes

• Cognitive level
• Accommodations/Adaptations havent worked
• Is there a lower level course?
• Specific Curriculum Outcomes
• delete
• change upward or downward
• add

10
Alternate Courses can be

• Teaching Prerequisite Skills
• Integrity of course is no longer maintained
• Teaching the skills to access technology
• Teaching non-academic skills

11
Case Study 2206

• Jimmy transfers in to Math 2206 from another
  province
• There no records yet, but he quickly presents as
  a quiet, hard-working young man who rarely
  participates in class
• His parents have indicated that he needed some
  extra help in his other school but were uncertain
  exactly what was entailed.

12
Case Study..

• Observation indicates that he learns best with
  hands-on activities and by working in small
  groups.
• His reading skills are weak, reading about 2-3
  years below grade level.
• His math skills in estimation, pattern
  recognition and deductive reasoning seem weak

13
Case Study Task 1

• What assessment information is still needed?
• What accommodation/adaptations will Jimmy need?
• Will they be long-term?
• Will there be an ISSP?

14
Case Study Additional Information

• Comprehensive assessment results indicate that
  Jimmys cognitive ability is in the low to below
  average range
• He has mild receptive and expressive language
  delays
• Previous records indicate he has received
  tutorial support home. He also received help from
  the special education teacher in both language
  arts and math in Junior High

15
Case Study Task 2

• Using the Algebra unit determine
• does this unit need to be modified?
• what outcomes will be modified?
• how will they be modified?
• if being changed, what are the changes?

16
Case Study Task 3

• Other considerations
• the possibility of an Alternate Course to address
  deficits?
• Would pacing 2206,realizing that it may take more
  than one academic year, be appropriate?