Signed Numbers

Here's an analogy and the most recent joke going around my department: Some of our kids get upset when they don't get all A's (understandable). My students are not all "on-level". In fact, most of them are not. In English class, they are accessing high school content at modified levels based on their independent and instruction reading levels as determined by the Qualitative Reading Inventory (QRI). These reading levels range from pre-Primer through High School, and the teachers adapt their materials accordingly. Students that read at the pre-Primer level can still get a grade of A in English by doing the work and improving their reading and writing skills. Math is a different beast. Students are learning high school math content. You cannot change the Algebra 1, Algebra 2, or Geometry standards. You can modify the methods used to teach the content. You can create guided notes with picture support for vocabulary and explanations written in language they can ac

The Writing Committee at my school developed a task for this school year to help encourage writing across the curriculum in hopes of improving our students' writing abilities. (Students who are deaf, on average , are significantly below grade level in reading and writing. Some suggest it stems from lack of access to the phonology and patterns of spoken English, upon which the written form of English is based. Others suggest it is a symptom of language delay stemming from lack of access to a full language during the critical period for language development. Many oralists have cited ASL as the cause for low literacy rates among deaf people, but other research has shown that a strong foundation of ASL can actually support English reading and writing ability. It's all about language ).** Anyway, each class is required to submit 4 writing assignments for each student (one per quarter). Not too demanding, but there is an additional requirement that the writing assignments be of spe

Last week was the tail end of SOL (Standards of Learning) testing for 1st semester. We're on a 4-block set-up, so some classes are finished after 1 semester, and the students take their state End of Course multiple choice assessment. If you follow me on twitter, you might have noticed that my Algebra 2 class was one of these semester-long courses, and that the kids took their SOL test last week. None of them passed on the first go-round, but 3 were in what the state calls the "bubble". A score of 400 is required for passing, but the students who score between 375 and 399 are permitted an expedited retake...they are the "bubble". Those three students took the test (different form) again on Friday morning and scores came yesterday. One student improved by 52 points! Well into the passing range. The other two both improved, but not enough to cross over that 400 benchmark. I was pleased with their scores because with many students in the retake bubble, their 2nd sco

Sarah got me thinking about different kinds of graduate level programs after she commented on my last post. I also posted a tweet when I found out the program I had been eyeing has been closed. Our dialog (and some other tweets that have gone back and forth since then, has prompted me to want to do more research to see what's actually out there. I have come to a couple conclusions: I do not entirely know what I want to study I am afraid of making the wrong decision and finding out in 15 years that I am not marketable for what I actually want to do There might not be a program out there that fits my ideal The options I am looking at (so far) are either a M.A. in Deaf Education (with a focus in secondary math education), or a M.A/S in Mathematics Education (as long as there is a program that doesn't require me to a. have a BS in Math or b. student teach in order to get math certification...I already teach math...kthx). Pros for the Deaf Education program would be that