AN IDEAL PROCESS I WOULD FOLLOW IN MY MS MATH CLASSROOM (STEP 1:…
AN IDEAL PROCESS I WOULD FOLLOW IN MY MS MATH CLASSROOM
STEP 1: OBSERVATION OF THE STUDENT
Is the behavior a diversion from a task
Note if the task is graphical, Algebraic, Geometric, or numeric.
Note if the task requires a written, mathematical, or oral output.
Note if the task requires interacting with the teacher or specific classmates.
Are there observations about the format of the student's work?
Note if the written Mathematical work lacks coherence or has formatting issues.
Note if the written English has issues with the creation of letters/words like letter reversal.
Note is the student cannot verbalize effectively. Low voice, lack of eye contact, loud volume or excess energy.
Does the behavior occur regularly?
Note if the behavior repeats in regular intervals
Note if the repetition occurs when certain people are involved.
Note if the repetition occurs with certain types of tasks; written, oral, group work.
STEP 2: GIVE OBSERVATIONS TO SST AND ALLOW THEM TO TALK TO OTHER TEACHERS OF THE STUDENT
STEP 3: MEET WITH SST AND ADMIN TO GET STRATEGIES AND FORM AN IEP
STEP 4: ADMIN OFFICE ARRANGES MEETING WITH PARENTS, SST REP, AND YOU TO PRESENT THE IEP
STEP 5: IMPLEMENT THE STRATEGIES
Slower, more simple syntax for ELL students.
Have ELL students act out scenarios or use acting out to help explain concepts.
Modify the yearly outcomes and rubrics to match needs of the student.
Have tasks split into different levels and allow students to choose what matches their ability so as not to make the IEP student feel bad.
Spend time preparing/conditioning the rest of the class to be tolerant and appreciative of the student.
If the student has affective issues, place him/her near peers who are tolerant of the student or who the student works well with. Rotate between other students so all can try and help if appropriate.
Reward students who help foster and maintain a growth mindset.
Break the tasks into smaller chunks to match the attention span of student.
Consider adjusting the transitions between tasks if the student is overly sensitive to stimuli.
Schedule extra time outside of class to work with students who require more time or individual instruction.
Move to a larger room to lessen the crosstalk when group work occurs
STEP 5A: ASK FOR ADDITIONAL RESOURCES/TECHNOLOGY/MEMBERSHIPS IF THE DISABILITY REQUIRES IT
STEP 6: ASSESS WHAT WORKED AND ADJUST AFTER MEETING WITH SST LEAD.