IEP goals Numeracy Support

Transcription

1 IEP goals Numeracy Support Name: Grade: Classroom Teacher: Resource Teacher: Support format: In Class support Days & times: Small group support Days & times: Assessment to date Strengths Areas requiring support GUIDING PRINCIPLE: Mathematical competence is defined as the combination of:! Productive dispositions! Conceptual understanding! Procedural fluency! Strategic competence! Adaptive reasoning No single aspect in isolation will support a student in becoming numerate. Developed by: Carole Saundry, District Numeracy Coordinator April 2007

2 Select a focus of support for the term. Consider the descriptors of competence, ways to support development of the area and then indicate who is responsible. Area of focus Ways to support it Person(s) responsible Productive Dispositions, including:! Confidence! Persistence to task! Risk-taking behaviours! Inclination to make sense Sense-making tasks embedded in meaningful contexts. (real life, story contexts, questions from the students) Positive reinforcement and recognition of even small successes. The infusion of hope. Meta-cognitive prompts to ensure sense-making. What are you doing? Why are you doing it? How does it help you? Area of focus Ways to support it Person(s) responsible Conceptual Understanding, which includes:! Identification of big math ideas! Connection-making within big math ideas! A sense of the relationships between mathematical concepts Give Me 5 Strategy for representation & consolidation of mathematical concepts (see John Van de Walle, page 10). 1. Models & manipulatives 2. Oral language 3. Pictures 4. Symbols 5. Real world situations Developed by: Carole Saundry, District Numeracy Coordinator April

3 Procedural Fluency, which is! Efficient methods for making sense of the operations! The use of patterns in our number system Explicit instruction and meaningful practice in strategy use for the facts, including:! Doubles! Doubles plus one! One more and two more, one less and two less! Make ten Instruction in mental math strategies including:! Add tens, add ones,! Take from one and give to the other NO TIMED DRILL Developed by: Carole Saundry, District Numeracy Coordinator April

4 Strategic competence, which is! Possessing a range of personal strategies for the operations (see procedural fluency)! A full toolkit of strategies for problem-solving! Use models! Act it out! Draw a picture! Guess and check! Work backwards! Among others! A range of strategies for making sense out of the problem presented! See Strategies for making sense bookmark Explicit instruction in and meaningful practice with strategies and procedures! Teach a strategy! Present problems and situations that can be solved using a range of strategies! Encourage students to explain their choice of strategy and the reasoning for that choice to promote adaptive reasoning (see below) Avoid teaching strategies in isolation transfer may not result Developed by: Carole Saundry, District Numeracy Coordinator April

5 Adaptive Reasoning, which is! The ability to choose an appropriate method (strategy or procedure) for problem-solving! The ability to reflect on strategy use (is it working?)! The capacity to substitute one strategy for another if the first is not working Meta-cognitive prompts to ensure sense-making. What are you doing? Why are you doing it? How does it help you? (Consider table-top reminder to promote independence) Assess-plan-teach Checking in At the mid-point of the term and/or after a unit of study, check in on the child s progress. How is he/she doing? What is working? Recognize and celebrate growth in the competencies. Make a plan for the next term. What will continue? What will change? How? Developed by: Carole Saundry, District Numeracy Coordinator April