News-2-You on the iPad

News-2-You (N2Y) is something I use in my classroom regularly. If you haven't heard about it check out the website here. I like N2Y for a few different reasons but my favorite thing is that it available on the iPad. Yes!!! NO PRINTING :))))) Here is how I utilize this awesome feature in my classroom **Disclaimer-these pictures are horrible!!!.

Download the app for free in the app store. Once it is downloaded make sure to enter in all of your N2Y account information in the settings tab to be able to access the articles for free. The other cool thing about the app is that all of the previous articles are available to read, unlike online which only gives you access to 2 weeks at a time.

Once you are in you will have to download each article you want (once you download it, it's available forever). You click the cloud with the down arrow.

Once the article is downloaded you are able to select which level your students will read. This makes it easy to modify for all of your students.

After you have selected the level the article will open. This is the regular level. The students can read themselves, in a group or use the text to speech option by pushing the play button on the bottom (which will read the entire page). If you would prefer them to read but want to encourage them to continue going when they come to a tricky word they can select the word and it will read just that sentence.

After they are done reading they can even do the comprehension section on the iPad. Students select their answers. Once they are finished they can check their work by pushing the check at the bottom. It gives immediate feedback.

Now are you wondering how the heck you can get the tests off of the iPad? Hold you breath...you can export them. I personally haven't had luck with email BUT......I use SeeSaw in my class (check out more about that here) and these go directly to each students portfolio. AMAZING!!!! All the kids do is hit the export button.

Select the pages you want to export. I only have them export their assessment pages but I am sure you could do the entire thing if it's easier for you. Click export.....

Tell it where you want the pages to go. In my classroom we select SeeSaw.

It then generates the file and sends it over to SeeSaw. The "turn in" screen pops up and the kids select their name to turn it in.

Once it's turned in, the file is available for me to review in their personal portfolio. This makes collecting data and keeping evidence of work sooo easy!!!

Do you use N2Y in your classroom? Have you tried the iPad version? Do you know anymore cool tricks?

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Math Instruction for Students with Significant Disabilities

Are you looking for engaging ways to teach math concepts to students with significant needs? Are you in need of some fresh ideas? Keep reading to find out how I incorporate math into my students daily schedules.

This post is going to be geared towards students with significant needs. Students who are working on very basic math concepts and/or need a lot of support with communication (non-verbal) and routines.

I started with taking a look at my students IEP goals. I found that a lot of the students have similar goal areas. I decided that these overlapping areas would be our focus of the day. Here is what our schedule looks like:

 
   Monday: Numbers (1-5)
   Tuesday: Shapes
   Wednesday: Colors
   Thursday:  Days of the Week
   Friday: Months of the Year

It would be nice to be able to teach a whole group lesson but even within this group of students there are diverse needs. I find it more beneficial to teach concepts in centers. Centers allow me to teach the concepts individually or in small groups and differentiate to truly meet the needs of all the students. Here are the centers I have:
 
    Technology: A para shows a video that corresponds with our daily focus. They also work on  calendar daily using Star Fall.
    Teacher Time: I run this center and we work on IEP goals and objectives.
    Hands on Learning: A para works on the daily focus by using hands on materials.

Most of my students in this group are working on transitions, mobility and building routines. In order to save time I have the adults bring the centers to each group of students rather than moving the students from center to center. If you teach in a self-contained setting and have the time to move students I would strongly encourage it as it would be a great time to work on the above mentioned areas. Since I don't work in a self-contained room I simply do not have the time to do this.

Alrighty, so here is how I incorporate basic math skills into my students schedules. I have included the technology video links we use, listed some hands on activities and some sample goals I would be working on that correspond to the daily focus.

Technology: https://www.youtube.com/watch?v=SV6iC34a46w

Hands on Learning:

   

Grab these Monthly Themed Touch Dot Visuals HERE!

Using our princess manipulatives to count. 

Teacher Time: 
By (date), during math instruction, (student) will repeat numbers (parrot count) up to 20, in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.

By (date), when given manipulatives, (student) will count objects to match a given number up to 5 that is stated orally and a visual cue is presented, 3/4 times in 3 trials, as measured by teacher observation and anecdotal notes.

By (date), during 1:1 math instruction, (student) will count the Touch Dots on 2 numbers (1-5) by pointing to them and identify the sum using their communication device, 3/4 times in 3 trials, as measured by teacher observation and anecdotal notes.

Technology: https://www.youtube.com/watch?v=WTeqUejf3D0
Hands on Learning:

 Monthly Themed Binder Sets from Autism Adventures

 

FREE shapes book here

Teacher Time:
By (date), when presented visuals, (student) will point (receptively answer) to shapes (circle, square, triangle, rectangle, star, heart) from a field of 3 that are said aloud, 5/6 correct in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.

By (date), given pictures of shapes, (student) will match the corresponding shape words in a field of 6, answering 5/6 correctly in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.

Technology: https://www.youtube.com/watch?v=tQASh8bbkUY
Hands on Learning:

                                      Monthly Themed Binder Sets from Autism Adventures

Teacher Time:
By (date), when presented visuals, (student) will point (receptively answer) to colors (red, orange, yellow, green, blue, purple, pink, brown, black and white) from a field of 4 that are said aloud, 3/4 correct in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.

By (date), given pictures of colors, (student)with adult support and prompting,  will match corresponding color words in a field of 6, answering 5/6 correctly in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.

Technology: https://www.youtube.com/watch?v=3tx0rvuXIRg

Hands on Learning:

Day & Month File Folders from The Autism Helper

Teacher Time:
By (date), during calendar instruction, (student) will identify the day of the week when visuals are provided, from a field of 2 in 3/5 trials, as measured by teacher observations and anecdotal notes.

By (date), when asked a question about the date, (student), with adult support and prompting, will correctly identify the date (number) when visuals are provided, in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.

Technology: https://www.youtube.com/watch?v=86kYp9hpab0
Hands on Learning:

Independent Work Binder found here

Teacher Time:
By (date), during calendar instruction, (student) will identify the month when visuals are provided, from a field of 2 in 3/5 trials, as measured by teacher observations and anecdotal notes.

By (date), when asked a question about the date, (student) will correctly identify the month when visuals are provided, in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.

Teaching math to students with significant needs can be tricky. As you can see I do not have a curriculum to follow (I have Unique Learning system but it doesn't work well with this group) so I base my instruction solely on their IEP goals and objectives. These kids have done an excellent job with this method and best of all, I get it all done in 30 minutes. 10 minute centers are the perfect length for this group. They don't get bored of the same person or activity and are able to stay engaged during the entire math block.

What math activities do you incorporate for your students with significant needs? 

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