The least restrictive supplement

Project (M.A., Education (Special Education)) -- California State University, Sacramento, 2011.This project was a collaboration of work created by Carolyn DaPrato and Randi Sindt. The authors worked closely together to assist the Placer Union High School District (PUHSD) in creating a mathematical supplement focused on number sense to support any currently adopted mathematical curriculum that students with moderate to severe disabilities may be using for educational benefit. The authors were motivated to create a tool that the PUHSD could use to close the achievement gap between the alternate assessments content standards and the core curriculum content standards. The authors found the process of continual communication and consistent meetings with each other were vital throughout the process of creating this project. Both authors researched the project and created a Likert questionnaire as well as developed The Least Restrictive Supplement collaboratively.\ud The PUHSD special education teachers brought to the authors??? attention a need for a mathematical number sense curriculum that meets the needs of students??? with moderate to severe disabilities. Teachers within the field of special education are finding that students with moderate to severe disabilities need a curriculum that aligns with California core content standards and scaffolds down to CAPA level standards in order for students to make progress on state mandated assessments. The authors analyzed and researched the accountability policy authorized by No Child Left Behind (NCLB) 2001 and the Individual with Disability Act (IDEA). Based on the information gathered the authors created a mathematical curriculum focused on number sense to assist the PUHSD staff whom are serving students with moderate to severe disabilities. The creation of this curriculum would close the gap between alternate assessment standards and core curriculum content standards presented to students in both curriculum and statewide assessments.\ud The authors analyzed mathematical curriculum currently adopted by PUHSD to see what areas of content were being addressed, what standards were being addressed, and if the curriculum could assist the specificities required of a special educator to complete an Individualized Education Plan (IEP). The authors also conducted a likert questionnaire asking special education teachers and school psychologist within district what they believe is an area of need for students with moderate to severe disabilities. The questionnaire also gathered information on the importance of what should be included in a curriculum. \ud Once the authors gathered data they created The Least Restrictive Supplement and then they reconvened with the participants of likert questionnaire to receive feedback on their project. \ud Even though it was the intent of authors to develop a mathematical number sense curriculum, the author created a mathematical number sense supplement. The Least Restrictive Supplement was created to address the needs of a curriculum that aligns with California core content standards and CAPA standards. The Least Restrictive Supplement encompasses content pages which contain: CAPA standards, CARS+ goals, two benchmarks as well as monitor students??? progress. The supplement also enclosed worksheets in addition to assessments to help students with comprehension of the concepts. Upon the completion of The Least Restrictive Supplement the participants of the likert questionnaire provided feedback. Overall the participants thought that the supplement would be beneficial to their students with moderate to severe disabilities at PUHSD.Education (Special Education