My instructional challenge is reaching each of my special education students at their level.
I have two small pull-out classes and two co-taught classes where I work with students whose reading level is much lower than their peers.
Step 1: Create the Class in Canvas
Step 2: Teach the students the components of Canvas
Step 3: Plan out the curriculum/lessons that will be pushed out to the class
Step 4: Create videos of the lessons for each of the content areas (Add to a YouTube Channel) Step 5: Create activities/assignments that are engaging and tied to technology
Step 6: Open the lessons up to the students, so they can complete the tasks at their own pace.
Step 7: Analyze the data (student grades) and determine what students I need to pull students for individualized instruction
The steps that I will put into place are to change my math time to a station based model as well as use adaptive software for students to use during an independent time. I have already started using a station based model for math time because of my work from last year. We have used fasttmath so far this year for independent. My goal is to also implement a tool for students to use so that I can make videos for students to go to if they need examples or help with skills that we have covered. I am also starting to use Seesaw as a way for students to upload evidence of their learning.
Reflection & Findings:
Right now the data is telling me that my students need more small group and individualized instruction for math. It is only one piece, but MAP data tells me right now that half of my class is low in almost all areas tested in math. I know that this is not the whole story, but it is a warning sign. I see great work happening. My kids need more than facts practice.
My math instruction time is split to accommodate this. I also have implemented using Prodigy for my students during math time until I am able to implement using Dreambox. The students in my class have been more engaged in their individual time using this and the new headphones that we received for our class. Blocking out distractions has made a big difference in productivity.
One of my biggest successes has been teaching and implementing routines for students to use the headphones and computer cords for our student devices. It has made students more accountable for using materials and they are working hard at using and storing our materials appropriately.
I am looking to see what kind of impact using Dreambox and having small groups for Core instruction is effecting student assessment data. We will soon be taking the Spring MAP. That is one data point that I will use to see the growth from the fall until now. The class has just started using Dreambox but we have been using smaller groups for Core instruction. My data that I am using is my Dreambox data for usage. I am seeing that some students are getting minutes on the program but not passing as many lessons as they should for the amount of time that they are on. This is telling me that I need to work with these students in small or individual groups.
We have used small groups for core for most of the year. It has helped to curb behaviors during math time and to help me scaffold for students that need it. For the beginning of the year, students were using Fasttmath to practice facts during individual time. I then transitioned to using Prodigy for a couple months because we had not received Dreambox rights yet. We have now been using Dreambox for over a month now.
My roadblocks are how to use the data from Dreambox most effectively to help me form small groups and work with students when they are struggling with an activity.
I am seeing more engagement during math time. There are less behaviors. Our last assessment had an average score of 80%. Previously our highest class average score was 70%