math IEP testing

Possibly the K-TEA which is geared for lower grades, informal assessment is also appropriate and can give useful information. Good luck

For an informal test, get a K-1 workbook and use it as a criterion-based test, giving him one page for 20-30 minutes, then a break for a few hours, and so on. Have him do a page of matching, a page of copying numbers, a page of counting and writing numbers, a page of addition with sums under 5, a page of larger one-digit-additions, and a page of subtractions (if he gets that far). It will be very very clear that he has stalled out on K or pre-K level when he does the matching OK, copies the numbers with reversals etc., makes errors counting, and bombs on the additions and subtractions. For purposes of verifiability, try to get someone other than you to supervise the testing and sign off on it.

“THEY” just don’t get it, do they? My daughter is suffering as well. She is motivated, but so frustrated now that she is being treated for anxiety disorders. Our school uses Everday Math as well. the way that the Math is indtroduced to them may be fine for 95% of the class, but my daughter is not responding. I know enough that when one system doesn’t work, you need to switch to something else…if not totally…then to at least supplement the Everyday Math instruction. My daughter is in second grade as well and I have been told that she is performing at the first grade level…Not a major deficiency at this point but there is no doubt that it will get worse as she progresses. I used to teach high school math…..Algebra and Trig. I had very motivated students…all wanting perfect scores on the College Adminssion Tests. BUT>>>>as motivated as they were, sometimes you had to present a new concept in a variety of different ways in order for the entire class to “get it!” Why…do the teachers insist that taking the same program…Everyday Math and presenting it over and over…even one on one will always eventually produce success….and how long is eventually??? How long does it take before we realize that not all students respond in the same way to the same instruction. I recognized that when teaching very high achievers, My daughter has a learning disability….she isn’t stupid…she isn’t deaf, she isn’t blind….she sees things very clearly…just differently….what does it take to get the classroom educators to recognize that. I though we wanted them all to succeed…..let’s give them the tools that they need to succeed. Best of luck to you!!!

I work in a district who has everyday math and it is a languaged based program so for anyone who has a ld , or reading delay or disorder this program is so frustating to. In my district all 504 or sped ed classes do not use this approach for this reason.

Lisa in NJ

I am a special education teacher in a self-contained Grade 8 LD class. Many of my students have specific difficulties with mathematics, particularly computation and several-step problem solving. Obviously, I have been using many concrete and real-world examples and that was working generally well until we hit FRACTIONS………Also, I have to update students’ IEPs and want to retest skills. As I have made many accommodations (i.e., number facts sheets, calculators: supported by research!, other aids) for the students in order for them to be successful, I feel that the testing material I have to use (the Brigance Comprehensive Diagnostic Inventories) will not give an accurate picture of what these students are capable of doing. Any ideas???? Much appreciated.