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# Sett 3 1

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### Sett 3 1

1. 1. Using SETT to Assess and Implement Karen Kroll
2. 2. Part I - Gathering Data and Making Decisions
3. 3. S - The Student•What are the areas of instructional concern?•What are the student’s current abilities?•What are the student’s areas of need?
4. 4. SarahDescription:• 5th grade student• femaleProblem:• math sheets are hard to decipherNeeds:• new strategies for speed and legibility
5. 5. Questions1. How does Sarah learn best?2. Does Sarah have an issue with focusing/distractibility?3. Does Sarah have problems with math skills/facts?4. Is Sarah motivated? Does she “like” math?
6. 6. Find Out The Answers1. Identify Sarah’s learning style.2. Talk with Sarah’s other teachers. Is she having legibility and speed problems in other subjects or just math? Does she appear to be focused in other subject or just math?3. Test Sarah orally for knowledge of math facts. Determine if problem is content/skill based or a handwriting issue.4. Talk with Sarah. Does she “like” math?
7. 7. E - Environments•What are the significant characteristics ofthe student learning environment?•What materials and equipment are studentsand teachers using?
8. 8. The Learning EnvironmentAssumptions:• Sarah is in a 5th grade classroom where students sit in chairs at desks.• Students work independently, in small groups and at learning stations.• Sarah uses a pencil and writes on worksheets and in a workbook for math. Sometimes she uses manipulatives such as: rulers, counting blocks, multiplication charts and sometimes a calculator.• The teacher may use an overhead projector, white board or chalk board to present lessons.• Occasionally the teacher and Sarah will use the computer.
9. 9. T - Tasks• What are the instructional expectations forall students in the learning environment?• What specific learning tasks are essential inthe students achievement in this instructionalenvironment?• Where are the gaps between studentsperformance and instructional expectations?
10. 10. Instructional Expectations• Sarah has the same instructional expectations as her peers.• She must show proficiency in age appropriate basic math skills such as: addition, subtraction, multiplication, division, whole number and fraction operations, simple geometry and basic word problems.• She must complete her work legibly and in a given amount of time (time tested).
11. 11. Specific Learning Tasks• knowledge of math concepts• legibility• organization• completion in given time
12. 12. T - Tools1. What tools are being used currently tosupport the student?2. What additional tools does this studentrequire to perform in this environment?3. What strategies might be used to motivatethe student’s performance?4. How will these tools provide an equitablelearning environment for the students inmeeting learning outcomes?
13. 13. ToolsAssumption: Currently Sarah is using paper and pencil to complete math activities.Additional Tools May Include:• Intellitools Math - an interactive problem-solving tool with onscreen manipulatives.• MathPad - an electronic number processor for students who have difficulty doing math with pencil and paper.
14. 14. Tools Continued• Number Concepts 2 - • MathLine - an actual Students travel to math line that can be the land of ice and held and manipulated snow where polar by a wide range of students. Move the friends Penn and rings down the line to Gwen help them see how numbers master skip represent size and counting, place quantity value and factoring.
15. 15. Tools Continued• Built In Grips - Some students can more easily grasp and hold pens, pencils or markers if theyre built up and made larger. Teacher Productivity Tools • Arithmefonts • Math Companion
16. 16. Tools ContinuedTools for Sarah• improve manipulation of pencil (grips)• improve organization of work (calculator, MathLine, graph paper/spread sheet• increase speed and accuracy of work
17. 17. Tools ContinuedTools for the Teacher• provide more practice opportunities for Sarah (software to make quick/easy worksheets)• provide easy ways to create worksheets that will help Sarah to be more legible (spreadsheets to help Sarah align her numbers)
18. 18. Strategies• Motivation - computer based activities makes the task seem “fun” and more interesting. Lessen Sarah’s workload. Less is more theory. Have her complete 10 problems instead of 20.• Legibility - use of graph paper/spreadsheets to align numbers, use of pencil grips to help Sarah develop more comfortable hand writing form• Speed - Use Software or the MathLiner to help Sarah learn her math facts better to improve speed.
19. 19. Part II - SETTImplementation Plan
20. 20. Human Resources and Their Roles• Classroom Teacher -• Design and implement lessons that increase student learning.• Accommodate students based on their needs and abilities.• Adapt the learning environment in which students learn.• Interact with colleagues and discuss areas of student strengths and weaknesses.
21. 21. Human Resources and Their Roles• Special Education Coordinator-• Observe the student in the classroom environment.• Provide input and feedback for the teacher to increase student learning.• Tutor and monitor student learning on a one-on-one basis.
22. 22. Human Resources and Their Roles• Technology Specialist –• Research and identify technology to accommodate student needs.• Test the selected technology to determine compatibility with current school technology.• Allocate funds to purchase new technology.• Train and support the teacher during the implementation of the new technology.
23. 23. Time Line For Intervention Part 1- LegibilityIntervention-• Place the Built in Grips on Sarah’s pens/pencils.• Create new worksheets designed to organize Sarah’s writing.Timeline-Monitor and critique on a weekly basis.
24. 24. Time Line For Intervention Part 2- CalculationIntervention-• Teach Sarah how to use the Mathline device, then Mathpad.Time Line-• Allow Sarah 1-2 weeks to learn how to properly use each device.• Then allow Sarah to choose which device she will need to complete her activities.
25. 25. Time Line For Intervention Part 3- Interactive Software.Intervention-• Integrate Intellitools and Number Concepts into the curriculum.Timeframe-• Evaluate the curriculum and determine 4-5 days, each month, for the whole class to use the software.• Facilitate and monitor Sarah’s learning each time that she engages with the software.
26. 26. How Will The Teacher use theTools and Strategies to Support Sarah’s Performance?
27. 27. • Intellitools and Number Concepts 2 will be used to motivate and engage Sarah.• Mathpad and Mathline will be used when calculation is necessary.• Built in grips will be placed on Sarah’s pencil to increase legibility.• Arithmefonts and Math Companion will be used to create practice worksheets and increase organization.
28. 28. What Training Will The Student and Staff Need?Staff Sarah• Software training for • MathLine training teacher productivity • Use of graph paper tools • Use of pencil grip• Computer training (if • Use of needed) software/computer
29. 29. How Will the Effectiveness of This Intervention Be Measured?• Pretest• PostTest• Work Samples• Interview with Sarah• Report Card Grades/State or County Testing
30. 30. The End.• Does anyone have questions at this time?