Embedded Files
About This Unit:
About This Unit:
This unit is designed to provide the “why” for doing the work of providing high-quality math instruction and supports for all students so that they can achieve at high levels, and to lay the groundwork for the modules and activities that follow.
Goals
Goals
At the conclusion of this unit, participants will be able to:
Analyze student math performance data across the state and within their county to identify possible inequities which need to be addressed.
Articulate the learner variability that exists across all students, examine areas of disproportionality for students with disabilities, and explore often generalized characteristics for each of the 13 disability categories.
Understand that each student has a unique individual learning profile that includes their background, experiences, interests, strengths, and stretches; more fully understand the variability that exists across all students and examine how much (or how little) a disability label implies regarding a student’s abilities or needs.
Identify the critical nature of Executive Functions (complex cognitive processes that support ongoing and goal directed behavior) as an area variability within all learners, not only students with disabilities. Understand how these cognitive skills impact how students plan, organize, strategize, pay attention, remember, and manage within time and space in a math learning environment.
Big Ideas
Big Ideas
When analyzing student math achievement data from the state to the site level, it becomes clear disparities exist among student groups involving expected outcomes and actual achievement.
Fortunately, California classrooms are composed of a broad and diverse student population. This diversity positively impacts the learning of the “whole child” as well as site, district, and state culture/climate as a “whole”.
By focusing our lens specifically on students with disabilities, we are able to identify areas of disproportionality (over-representation of one subgroup of students compared to the total population), and thus inequitable outcomes for certain student groups.
In order to calibrate access and equity across all diverse learners, we need to deeply understand and value individual student variability: their learning strengths and stretches, of which all students (and adults) possess.
Unit 1 Google Folder
Unit 1 Google Folder
Unit 1&2 Workbook
Unit 1&2 Workbook
Unit 1 Overview Handout
Unit 1 Overview Handout
Link to Canvas Commons Course 1 (Units 1&2)
Link to Canvas Commons Course 1 (Units 1&2)
Three Dualism Norms - Creating a Brave Space
Three Dualism Norms - Creating a Brave Space
Expect controversy, but with civility (we will share what we believe is best for our students and why, using data as evidence)
Respect - Paying Attention to Self and Others (No attacks & No Interruptions)
Presuming positive intentions, while also owning your intentions and your impact
Active listening (Pausing, Paraphrasing, Posing Questions)
Obligation as a group member to provide input while also having the right to pass, challenge by choice
Module 1 - Identifying Inequalities
Module 1 - Identifying Inequalities
Continuous Improvement
Continuous Improvement
Blank Student Portrait
Blank Student Portrait
Student Profile - Blank.pdfStudent Portraits and Resources
Student Portraits and Resources
Empathy Interview Protocol - Improvement Collective
Empathy Interview Protocol - Improvement Collective
Empathy Interview: Method - Stanford D School
Empathy Interview: Method - Stanford D School
My Math Story
My Math Story
Movie Posters
Movie Posters
Empathy Interview Protocols for Students
Empathy Interview Protocols for Students
Empathy Interview Protocols for Teachers / Admin
Empathy Interview Protocols for Teachers / Admin
Module 2 - Developing a Problem of Practice
Module 2 - Developing a Problem of Practice
Implicit Biases & the Ladder of Inference
Implicit Biases & the Ladder of Inference
Optional: Atul Gawande Ted Talk
Optional: Atul Gawande Ted Talk
Optional: Brene Brown on Blame
Optional: Brene Brown on Blame
Module Module 3 - Neurodiversity of Students
Module Module 3 - Neurodiversity of Students
TEDx Talks: The Myth of Average: Todd Rose at TEDxSonomaCounty
TEDx Talks: The Myth of Average: Todd Rose at TEDxSonomaCounty
NowThis Impact: Human Neurodiversity Should Be Celebrated, Not Treated as a Disorder | Op-Ed | NowThis
NowThis Impact: Human Neurodiversity Should Be Celebrated, Not Treated as a Disorder | Op-Ed | NowThis
Five Moore Minutes: What are you a genius at? Getting to know our strengths
Five Moore Minutes: What are you a genius at? Getting to know our strengths
Myth of Average Informational Handout
Myth of Average Informational Handout
Class/Student Jaggedness Worksheet
Class/Student Jaggedness Worksheet
Cattell-Horn-Carroll Theory of Cognitive Abilities
Cattell-Horn-Carroll Theory of Cognitive Abilities
Module 4 - Using UDL to Support All Students
Module 4 - Using UDL to Support All Students
Additional Resources
Additional Resources
York Waterfall Chart: Understanding Learning Disabilities – How Processing Affects Learning
York Waterfall Chart: Understanding Learning Disabilities – How Processing Affects Learning
Common Learning Characteristics
Common Learning Characteristics
Module 5 - Removing Barriers
Module 5 - Removing Barriers
California's Special Education Landscape
California's Special Education Landscape
For Facilitators: A Perspective on disability simulation activities
For Facilitators: A Perspective on disability simulation activities
Mandate Statements
Mandate Statements
Module 6 - Leveraging Strengths
Module 6 - Leveraging Strengths
Call to Action
Call to Action
Idea #1
Conduct “empathy interviews” with your students in order to understand their experiences and perspectives around success and/or struggles with math. Click here for guidelines on conducting empathy interviews.
Idea #2
Explore what you’ve learned about disability, learning characteristics and executive function, and profile a student in your classroom. Click here for blank “Student Profile”.
Idea #3
Analyze the executive function of all of your students and consider implementing supports items and procedures that would benefit all students.
Idea #4
Research a prevalent disability in your classroom or at your school site to understand how learning processes are affected and what research based supports are effective to improve access to the learning environment.
Empathy Interview Protocol
Empathy Interview Protocol
Empathy Interview Tips & Questions
Empathy Interview Tips & Questions
Blank Student Profile
Blank Student Profile
California's Special Education Landscape
California's Special Education Landscape
BETA Updates:
BETA Updates:
Updated Norms
addition of "Variability is Contextual" activity to Executive Function section
Framing Variability resource: Cattell-Horn-Carroll Theory of Cognitive Abilities
Study of Rachel Lambert's article on mythologies versus promoted strategies for SWD
York Waterfall resource - strategies for LD based on generalized needs
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