VIDBE-Q Volume 65 Issue 4
impaired in the ECC. Although the balance of meeting math standards and
covering the ECC is quite difficult, I have found myself viewing the math concepts
through the lens of the ECC. My framework for providing math instruction is built
alongside the ECC skills the students need. It does entail time and creative energy
to construct the units, but it provides personalized learning that engages critical
thinking skills to use in activities beyond the classroom walls. In my experience,
some of the components that promote success in interweaving ECC skills in
instruction are: cultivating space where mistakes are accepted, planning concrete
real world opportunities in problem based learning, building leadership roles for
students, and collaboratively working with the entire IEP team. To provide a
glimpse of how I accomplish intertwining ECC instruction, I have presented two
units that I have taught to learners with a variety of skills.
Catapults. In my integrated Math I class, we explored quadratic functions
in the form of catapults. I feel like there is no better way to motivate high school
students then give them the opportunity to launch items across the classroom. On
occasion, I have sacrificed myself to be the target to raise the excitement level.
Prior to introducing this concept, I always include a formative assessment that
captures both the students' concept development with quadratics and catapults.
Taking the extra minutes to include ECC age-appropriate concepts, especially in a
math assessment, has made impacts in constructing personalized learning units that
