One common strategy in Finland with the early grades, but not a requirement, is to divide the class into two groups: A and B. For example, one day a week, typically the first period of the day, group A would come to school for a mathematics lesson and group B would come to school one hour later. Then another day of the week, it flips with group B coming in early and group A one hour later. Seems simple? Can you imagine our schools in Chicago doing this?
Many people, especially my CPS teacher colleagues, would appreciate the effectiveness of this design. Please excuse me for reminding you that the average class size I have seen is 22 or 24 students so think of providing a mathematics lesson to 11 or 12 students one day a week... That is one way to meet kids' needs in the early years -- but it is a funding decision and school level priority.
Here are some common strategies (but not requirements) at the middle school grades: Typically there are 3 or 4 "lesson hours" a week for mathematics in grades 6, 7, 8, and 9. Depending on the struggling students' needs, the student attends class with a special education teacher for 1 or 2 of those lesson hours. It seems most often that they attend one hour a week with the special education teacher instead of the mathematics teacher. Both the mathematics and special education teachers routinely collaborate to ensure there is continuity of the content.
In addition, the national curriculum specifically explains that when remedial teaching needs are identified, that the school should develop a plan in cooperation with the parents or guardians to meet that student's need. As I understand it, it is not for special education but for a student currently struggling with a mathematics unit. The teacher and the school can meet this student's need during the mathematics lesson, during the school day, or after school. If it is after school, the small group may meet once a week for a few weeks or until the unit is done. "Depending" on the school or situation, another group could be organized or not. This is a school level decision and the principal sets aside funds to pay teachers for this type of flexible need. If I am not mistaken, in Chicago, after school academic help is typically done for most of the school year for the same students. While the intent makes sense for us in Chicago, it lacks the flexibility and versatility for the school and the teachers to meet their students' needs. The limited CPS funding for after school academic help "tied" to and audited for the attendance of the identified students for the whole school year. What do you think? Anything unclear?
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