Curriculum and adequate yearly progress

[Mrs Smith]

Please somebody walk me through the system. I have a 15yo 8th grade sped kid who tests at a 5th grade level in math on district assessment tests and continues to score below basic on state mandated testing every year.

What is considered adequate yearly progress under NCLB laws or state laws or district laws (and does that vary) and does a school district have any control over what curriculum gets taught in the schools.

For whatever reason, my son is not making progress in math. At what point do we say - let's stop beating this horse and move on to something else? I think my son is tired of doing the same kind of work and has been asking his teacher for extra credit materials. He's excited about learning pre-algebra and willingly does the extra credit worksheets. The school continues teaching basic computation skills that he either can't learn or can't show he knows. How do I get the school to move forward in the curriculum? If I can't, what are my options. My gut feeling is that he could be doing more, but I just can't be sure.

Thanks for your guidance.

[Sheila]

I'm assuming your gfg has an IEP.

http://www.ed.gov/policy/elsec/guid/...er/020724.html addresses AYP, but you'll also need to check w/your State Education Agency for particulars.

IMO you need to request a normed Math evaluation(s) that will determine exactly what the problem is and how it can be addressed. You can use NCLB to help bolster your child's IEP, but address goals and progress with the IEP. See Alignment with the No Child Left Behind Act at http://idea.ed.gov/explore/view/p/%2...calArea%2C3%2C .

[Sheila]

I wanted to mention that there are different types of math LDs. It's important to know what is causing the problem in order to address appropriate intervention.

The following is more easily read from http://www.schwablearning.org/articles.aspx?r=1001 .


Math Disability: An Overview
By: Diane Pedrotty Bryant, Ph.D.

Recently, increased attention has focused on students who demonstrate challenges learning mathematics skills and concepts that are taught in school across the grade levels. Beginning as early as preschool, parents, educators, and researchers are noticing that some students seem perplexed learning simple math skills that many take for granted. For example, some young children have difficulty learning number names, counting, and recognizing how many items are in a group. Some of these children continue to demonstrate problems learning math as they proceed through school. In fact, we know that that 5% to 8% of school-age children are identified as having a math disability.1

Research on understanding more completely what a math disability means and what we can do about it in school has lagged behind similar work being done in the area of reading disabilities. Compared to the research base in early reading difficulties, early difficulties in mathematics and the identification of math disability in later years are less researched and understood.2 Fortunately, attention is now being directed to helping students who struggle learning basic mathematics skills, mastering more advance mathematics (e.g., algebra), and solving math problems. This article will explain in detail what a math disability is, the sources that cause such a disability, and how a math disability impacts students at different grade levels.

What is a Math Disability?

A learning disability in mathematics is characterized by an unexpected learning problem after a classroom teacher or other trained professional (e.g., a tutor) has provided a child with appropriate learning experiences over a period of time. Appropriate learning experiences refer to practices that are supported by sound research and that are implemented in the way in which they were designed to be used. The time period refers to the duration of time that is needed to help the child learn the skills and concepts, which are challenging for the child to learn. Typically, the child with a math disability has difficulty making sufficient school progress in mathematics similar to that of her peer group despite the implementation of effective teaching practices over time. Studies have shown that some students with a math disability also have a reading disability or Attention-Deficit/Hyperactivity Disorder (AD/HD). Other studies have identified a group of children who have only a math disability.


Dyscalculia is a term that has been used for many years when talking about a math disability. Dyscalculia means “a severe or complete inability to calculate”.3 Some people use the term dyscalculia to describe a child who has problems learning mathematics skills and concepts. However, the terms learning disabilities in mathematics and math disability are used more widely today.

Several Sources of Math Disability

When a child is identified as having a math disability, his difficulty may stem from problems in one or more of the following areas: memory, cognitive development, and visual-spatial ability.4, 5, 6, 7

Memory

Memory problems may affect a child’s math performance in several ways. Here are some examples:

* A child might have memory problems that interfere with his ability to retrieve (remember) basic arithmetic facts quickly.8, 9
* In the upper grades, memory problems may influence a child’s ability to recall the steps needed to solve more difficult word problems,10 to recall the steps in solving algebraic equations, or to remember what specific symbols (e.g., å, s, π, ≥) mean.
* Your child’s teacher may say, ”He knew the math facts yesterday but can’t seem to remember them today.”
* While helping your child with math homework, you may be baffled by her difficulty remembering how to perform a problem that was taught at school that day.

Cognitive Development

Students with a math disability may have trouble because of delays in cognitive development, which hinders learning and processing information.11 This might lead to problems with:

* understanding relationships between numbers (e.g., fractions and decimals; addition and subtraction; multiplication and division)
* solving word problems
* understanding number systems
* using effective counting strategies


Visual-Spatial

Visual-spatial problems may interfere with a child’s ability to perform math problems correctly. Examples of visual-spatial difficulties include:

* misaligning numerals in columns for calculation
* problems with place value that involves understanding the base ten system
* trouble interpreting maps and understanding geometry.12

What Math Skills Are Affected?

According to the Individuals with Disabilities Education Act of 2004 (IDEA), a learning disability in mathematics can be identified in the area of mathematics calculation (arithmetic) and/or mathematics problem solving. Research confirms this definition of a math disability.13, 14, 15, 16, 17

Math Calculations

A child with a learning disability in math calculations may often struggle learning the basic skills in early math instruction where the problem is rooted in memory or cognitive difficulties. For example, research studies have shown that students who struggle to master arithmetic combinations (basic facts) compared to students who demonstrated mastery of arithmetic combinations showed little progress over a two-year period in remembering basic fact combinations when they were expected to perform under timed conditions. According to Geary (2004),18 this problem appears to be persistent and characteristic of memory or cognitive difficulties. Students with math calculations difficulties have problems with some or most of the following skills:

* Identifying signs and their meaning (e.g., +, -, x, <, =, >, %, Σ)
* Automatically remembering answers to basic arithmetic facts (combinations) such as 3 + 4 =?, 9 x 9 = ?, 15 – 8 = ?.
* Moving from using basic (less mature) counting strategies to more sophisticated (mature) strategies to calculate the answer to arithmetic problems. For example, a student using a basic ”counting all” strategy would add two objects with four objects by starting at 1 and counting all of the objects to arrive at the answer 6. A student using a more sophisticated “counting on” strategy would add two with four by starting with 4 and counting on 2 more to arrive at 6.
* Understanding the commutative property (e.g., 3 + 4 = 7 and 4 + 3 = 7)
* Solving multi-digit calculations that require “borrowing” (subtraction) and “carrying” (addition)
* Misaligning numbers when copying problems from a chalkboard or textbook
* Ignoring decimal points that appear in math problems
* Forgetting the steps involved in solving various calculations

Math Word Problems

A learning disability in solving math word problems taps into other types of skills or processes. Difficulties with any of these skills can interfere with a child’s ability to figure out how to effectively solve the problem.19 Your child may exhibit difficulty with some or most of the processes involved in solving math word problems such as:

* Reading the word problem
* Understanding the language or meaning of the sentences and what the problem is asking
* Sorting out important information from extraneous information that is not essential for solving the problem
* Implementing a plan for solving the problem
* Working through multiple steps in more advanced word problems
* Knowing the correct calculations to use to solve problems

Math Rules and Procedures

Students with a math disability demonstrate developmental delay in learning the rules and procedures for solving calculations or word problems. An example of a math rule includes “any number × 0 = 0.” A procedure includes the steps for solving arithmetic problems such as addition, subtraction, multiplication, and division. A delay means the child may learn the rules and procedures at a slower rate than his peer group and will need assistance in mastering those rules and procedures.

Math Language

Some children have trouble understanding the meaning of the language or vocabulary of mathematics (e.g., greater than, less than, equal, equation).20 Unfortunately, unlike reading, the meaning of a math word or symbol cannot be inferred from the context. One has to know what each word or symbol means in order to understand the math problem. For instance, to solve the following problems, a child must understand the meaning of the symbols they contain: (3 + 4) x (6 + 8) =? or 72 < 108 True or False?

Math Disability at Different Grade Levels

As the curriculum becomes more demanding, a math disability is manifested in different ways across the grade levels. For example, the specialized language of mathematics — including terms and symbols — must be mastered in more advanced mathematics curriculum. Problems with counting strategies, retrieving basic facts quickly, and solving word problems seem to persist across grade levels and require extra instruction to reinforce learning.

Ongoing Research in Math Disabilities

We do not fully understand how a math disability affects a child’s ability to learn mathematics in all of the different areas because of the limited research base on math disability. To date, the majority of research has focused mostly on the skills associated with mathematics calculations including number, counting, and arithmetic (e.g., arithmetic combinations or basic facts) and on solving word problems. Much less is known about development and difficulties in areas such as algebra, geometry, measurement, and data analysis and probability.

We know that a group of students exhibit problems learning mathematics skills and concepts that persist across their school years and even into adulthood. We understand that specific problems in the areas of memory, cognitive development, and visual-spatial ability contribute to difficulties learning mathematics. Fortunately, researchers and educators are focusing efforts on better understanding the issues these students face as they encounter the math curriculum across the grade levels. In my next article, I will explore methods for identifying a math disability and offer parents ideas for working with their children and teachers to address such difficulties.

For Working with Your Child’s Teacher to Identify and Address Math Disabilities, see http://www.schwablearning.org/articles.aspx?r=1055 .

For Understanding and Preparing Your Child for Psychoeducational Testing, see http://www.schwablearning.org/articles.aspx?r=863 .

Based on what you've written the sd hasn't gone to the trouble of identifying the problem, so it'll be up to you to request the evaluation be done. As always, use certified mail when you mail the letter.

[Mrs Smith]

Thanks for the info and feedback Sheila. He does have an IEP and shows progress within those goals but never enough to catch up to grade level. I don't think it's a very good IEP though. Every year he falls further behind. Is it even possible or am I unrealistic? His LD's are complex verbal and non-verbal and I think the school thinks he's making as much progress as he is able.

What is a normed math evaluation? Are the tests different than psych-ed evals? I know he's due for another full evaluation (last one was many years ago). Should I work with the school or go private? I talked with the principal about my son's lack of progress and he was very defensive which makes me think he's got something to hide.

Thanks again for all your help. I'll check out wrightslaw site too but what I really need is a resource that speaks to the layperson. Do you know any?

[Sheila]

If it's time for a re-evaluation (psychoeducational), I'd ask that it be gotten underway. I'd also ask for indepth testing for Math LD.

It's my opinion that when you have a child with an LD, if the school district doesn't do appropriate testing from time to time, the parent needs to request it. Comparison of baseline (earlier) test scores to current test scores will tell you if the child is falling behind, status quo, or gaining ground.

I'll give you a personal example. My son has language-based learning disorders. Sd, after evaluation, said he had no problem. I knew they were wrong. I had him evaluated privately. He did need language therapy. He was in private therapy for 6 months, at which time his SLP said she needed to re-evaluate to see if how things were going and adjust treatment, if needed. The new eval was coompared to the old eval. He gained 3 yrs, 6 months during the 6 month treatment period. He was still behind, but he was gaining ground. We continued private treatment for another 3 months.

I don't know how to do columns, so the info below is hard to read. It's a comparison of one set of test scores in Sept 2003 to the reeval in March 2004. 10 is dead on average; 3 points above 10 (13) and 3 points below 10 (7) is one standard deviation. 7 and below is not good.

******************************<u>Sep-03</u>****<u>Mar-04</u>
Sentence Structure*******************5********10
Concepts & Directions******************7******** 7
Word Classes************************6******** 9
Listening to Paragraphs*****************3******** 7
Receptive Language Score***************75********92

Sentence Assembly********************9********14
Formulated Sentences******************6******** 7
Recalling Sentences********************9******** 8
Word Association**********************3******** 8
Expressive Language Score*************88********98

Total Language Score******************80********94
Chronological Age*******************9-9********10-3
Age Equivalency*********************6-4******** 9-3

The long and short of it was that I had a 10 yr old 4th grader with language skills of a 6 yr old 1st grader. At the end of 6 mo treatment, he was only a year behind.

There's more to this story, but this is enough for you to see how progress should be monitored.

Also, gfg's IQ is considered in the normal range. Depending on the variables, some children would have made greater gains and some children would not progressed as rapidly.

Should you get a private eval also? If at all possible, absolutely. See "One of the Biggest Mistakes Parents Make" at http://www.conductdisorders.com/foru.../3321#Post3321 , and The Blame Game aka Educational Problems: It's the Kids' Fault Learning Problems at School: Whose FAULT Is It?at http://www.adhd-add.info/flash .

<div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">I talked with the principal about my son's lack of progress and he was very defensive which makes me think he's got something to hide. </div></div>

No surprising -- you're "questioning" their efforts. It's a no win situation sometimes. I just don't know how to walk the centerline -- I'm either "an overly involved, overly concerned mother" or just the opposite. Besides the principal is probably thinking "compensatory education." lol

wrightslaw.com is the best parent friendly website I've found.

[Mrs Smith]

Thanks Sheila. Our SD uses the GMADE to assess progress. I'm assuming this is an appropriate normed evaluation but I'm not an educator. Test results:

2005

Concepts & Communication: SS67 %1
Operations & Computation: SS63 %1
Process & Application: SS84 %14
Total Test: SS68 %2 GE 2.8

2006

Concepts & Communication: SS70 %2
Operations & Computation: SS91 %27
Process & Application: SS86 %18
Total Test: SS83 %13 GE 4.3

In your opinion, is this adequate yearly progress? What does the district consider AYP? They can't seem to answer this question for me. I have a feeling I know why.

Do I still need psyched eval or should I spend my money on private tutor instead? You need an army and truck loads of money to fight the system. I'm past frustrated!

[Mrs Smith]

I forgot to add that despite the apparent progress he seems to be making, the SD's evasion tool is to change the program every few years so it becomes impossible to accurately measure real progress within the curriculum. With each great new program comes an assessement test which shows my son scraping the bottom and he has to start from ground zero. It's a miracle he's still eager and willing to learn. I would have quit long ago.

[Sheila]

AYP has to do with how well the school is doing overall in educating their students. It doesn't have anything to do with an individual student's progress.

There are tons of different test instruments. The GMADE appears to be normed testing based on http://www.pearsonlearning.com/conte...mplereport.pdf .

The test results you posted reflect that your son gained 1.5 yrs from 2005 to 2006. Is this adequate? I don't know. There are so many things that would have to be factored in.

It's very encouraging however.

If you can swing it, get a private evaluation -- at the minimum the general psychoed eval + indepth math LD testing.

Tutoring may be just what your gfg needs, but it's my understanding that NVLD can involve things like problematic visual motor skills (other motor skills also). This type problem can interfer with math ability/performance. There's often treatment for visual motor deficits. Successful treatment may improve math capabilities.

Visual motor skills may not apply to your child -- it's just an example, but a math disability or NVLD is too broad a term to develop a good IEP IMO.

Gfg's willingness to learn is a real plus. Fingers crossed it continues.

It is frustrating. And I agree, changing test instruments makes it difficult to compare apples to apples and oranges to oranges.

[Mrs Smith]

Sheila, you've been a great help - thanks!

[Sheila]

You're welcome. [img]/forums/images/%%GRAEMLIN_URL%%/smile.gif[/img]

BTW, "Tests and Measurements for the Parent, Teacher,
Advocate & Attorney" at http://www.wrightslaw.com/advoc/arti...surements.html may be helpful info for you.