Working with Math for Students on IEPs

Working with Math for Students on IEPs

When:
August 14, 2017 @ 8:30 am
2017-08-14T08:30:00-04:00
2017-08-14T08:45:00-04:00
Where:
CVEDC
Lower Mountain View Dr
Colchester, VT 05446
USA
Cost:
$350 CVEDC Members $400 non-Members light breakfast and lunch included)
Contact:
CVEDC
802-497-1642
Working with Math for Students on IEPs @ CVEDC | Colchester | Vermont | United States

A 2 Day Workshop with John Tapper, Ph.D.

Target Audience: Special Educators, Math Interventionists

 


Dates: August 14 & 15, 2017; 8:30 am registration; 9 – 3:30 pm

Using key components of his book Solving for Why and his work with the All Learners Project, John Tapper will present a sensible and effective approach for serving students who are on Individual Education Plans for Math (K-8). The approach outlined in this workshop includes:

· How to write IEPs using a trajectory of High Leverage Concepts to focus instruction
· Using High Leverage Concepts to target instruction on the most important math understanding
· Conducting Clinical Interviews to determine student thinking and design intervention that works
· Working with classroom teachers to design Menu activities for students below grade level
· Helping parents to understand the needs of their children in math
Participants will leave with new skills they can put into practice in the new school year for more successful work with students on IEPs who struggle with math.

Dr. John Tapper is an associate professor of elementary education at the University of Hartford and teaches courses in mathematics, mathematics education, and science education. His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author of this course’s text.

includes book: Solving for Why: Understanding, Assessing and Teaching Students Who Struggle with Mathematics K-8 by John Tapper

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Dr. John Tapper is an associate professor of elementary education at the University of Hartford and teaches courses in mathematics, mathematics education, and science education. His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author of this course’s text.

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