MIDAS Teacher Module #5: Arnie’s Educational Profile

Student: Arnie| Grade: 10

Student Overview

Arnie is a motivated and thoughtful 10th grader who enjoys being part of his school community and has a strong group of friends. He takes pride in his schoolwork and actively participates in class discussions, especially when topics connect to his interests, like sports and technology. Arnie has an intellectual disability and experiences challenges with reading comprehension and written expression, but he is highly engaged when lessons incorporate visuals, hands-on learning, and opportunities to work with peers.

Educational History

Pre-K

• Began receiving early intervention services in preschool
• Attended his neighborhood school with special education supports
• Followed along with books and group activities

K-8

• Demonstrated strengths in social communication and basic mathematics problem solving but needed support to organize his thoughts, read on grade-level, solve multi-step mathematics problems, and express himself in writing
• By 2nd grade, he began using graphic organizers and speech-to-text tools, which helped reduce his frustration and allowed him to participate more fully in classroom activities
• From 3rd to 6th grade, Arnie was in a self-contained special education class for most of the day, which limited his access to the general education curriculum
• In 7th grade, his family and school team collaborated to increase his inclusion in general education classes
• After a 3-year re-evaluation, the team determined Arnie was no longer eligible for the alternate assessment and would take standard state assessments with accommodations rather than alternate assessments
• This transition presented challenges as Arnie had gaps in his learning due to limited exposure to grade-level content

High School:

• Currently enrolled in a combination of co-taught and general education classes with accommodations
• Attends one daily support class taught by a special education teacher
• IEP goals focus on building independence in academic tasks, using assistive technology, and developing skills for adult life
• Parents and Arnie advocate for inclusive education to prepare him for potential post-secondary opportunities and employment

⇨ Transition from the alternate to the general assessment

During middle school, Arnie participated in his state’s alternate assessment based on alternate academic achievement standards. However, at the end of 8th grade, his IEP team reviewed Arnie’s re-evaluation data for special education services, and determined that Arnie no longer met the eligibility criteria for the alternate assessment. In 9th grade, he began participating in the general assessment aligned with grade-level standards.

This change was discussed thoroughly with his parents, who appreciated the team’s high expectations for Arnie but expressed concerns about the increased academic demands. The team emphasized that with the right supports—including scaffolded instruction, adapted materials, and ongoing collaboration—Arnie could make meaningful progress in the general curriculum. His parents were hopeful this shift would expand postsecondary options, including eligibility for a college-based transition program after graduation.

10th Grade Geometry Unit Plan

State Standard

Understand and apply theorems about triangles, including the Pythagorean theorem, triangle congruence, and triangle similarity.

Unit Essential Learnings

1. Triangle Congruence and Proof: Use congruence postulates (SSS, SAS, ASA, AAS) to prove triangles congruent and apply these proofs to solve for unknown angles and side lengths in complex geometric figures
2. Triangle Similarity and Proportional Reasoning: Apply similarity theorems (AA, SAS, SSS) to determine when triangles are similar, calculate missing measurements using proportional relationships, and solve real-world problems involving indirect measurement
3. Pythagorean Theorem Applications in Coordinate Geometry: Apply the Pythagorean theorem and its converse to find distances between points on a coordinate plane, determine if triangles are right triangles, and solve complex multi-step problems involving right triangle relationships
4. Triangle Inequality and Advanced Properties: Apply the triangle inequality theorem to determine possible side lengths, analyze relationships between angles and sides in triangles, and use these properties in geometric proofs

Demonstration of Understanding

All students will show understanding by:

• Identifying and construct triangle types (isosceles, right, equilateral) using physical models, digital tools, and/or sketching.
• Using the Pythagorean theorem to find side lengths of isosceles and right triangles when using visual supports and formula references
• Using the Pythagorean theorem to find the perimeter and area of a triangle when using visual supports and formula references
• Proving why the Pythagorean theorem works
• Applying triangle concepts to measure and analyze real structures in the school or community
• Creating a digital or physical project that shows how triangles are used in real life

Instructional Approach

The instructional focus will center on:

• Access to grade-level, rigorous geometry standards for Arnie while addressing learning gaps
• Concrete to abstract progression using manipulatives, technology, and visual models before moving to formal proofs
• Inclusive practices that promote peer collaboration and mathematical discourse
• Scaffolded proof-writing with sentence frames and logical reasoning supports
• IEP goal alignment with academic geometry standards and functional applications

Assessment Data Analysis

Benchmark Assessment Data

Strength Areas

• Spatial reasoning and geometric visualization: Successfully identifies geometric relationships when presented with visual models
• Concrete application of formulas: Applies Pythagorean theorem accurately when given structured supports and real-world contexts
• Technology-assisted problem solving: Shows improved performance when using digital geometry tools and calculators

Gap Areas

• Abstract reasoning in formal proofs: Struggles with logical sequence and formal mathematical language without scaffolding
• Multi-step problem solving: Needs support breaking down complex geometric problems into manageable components
• Mathematical communication: Requires support expressing geometric reasoning in written form

Reliability Considerations

• Arnie's motivation positively impacts his assessment performance
• Arnie's strong spatial skills may not be fully captured by traditional paper-and-pencil assessments
• Performance improves significantly with visual supports and manipulatives
• Learning gaps from previous educational placement affect baseline geometric reasoning skills

Classroom Assessment Data

Formative Assessment Data

• Vocabulary Checks: Successfully matches geometric terms to visual representations; can identify key components of triangles when using digital tools
• Exit Tickets: Identifies triangle types with 80-90% accuracy; applies the Pythagorean theorem with 70-75% accuracy when given a formula reference
• Hands-on Activities: Excels at measuring and constructing triangles using physical tools; accurately uses a protractor to measure angles
• Class Discussions: Contributes practical applications of geometric concepts; makes connections between triangles and real-world structures
• Group Work: Shows stronger problem-solving abilities when collaborating with peers; benefits from thinking aloud about geometric relationships

Summative Assessment Data

• Unit Quiz: Scores approximately 70-80% on items with visual supports and formula references; struggles with items requiring extended written explanations
• Geometric Construction Task: Successfully constructs triangles with given specifications using compass and straightedge with minimal prompting
• Digital Presentation: Creates effective visual explanations of the Pythagorean theorem related to sports field dimensions (a personal interest)
• Application Project: Accurately measures and analyzes triangular structures in the school building; calculates missing dimensions using appropriate formulas

Team Analysis

The team concludes that Arnie demonstrates solid understanding of fundamental triangle concepts when provided with visual supports and concrete applications. His spatial reasoning skills are significantly stronger than his ability to express geometric concepts in writing. The data suggests that Arnie can successfully apply geometric concepts in practical contexts while needing continued support with abstract reasoning and mathematical communication.

Instructional Plan

Based on their analysis, what can the team tell about Arnie accessing the grade-level, standards-based geometry instruction?

The team concludes that Arnie demonstrates solid understanding of fundamental triangle concepts when provided with appropriate supports. His spatial reasoning skills and ability to work with concrete applications are significantly stronger than his abstract reasoning and written mathematical communication. The assessment data reveals that Arnie can meaningfully access grade-level geometry standards when instruction includes visual supports, hands-on activities, and real-world applications. His performance improves dramatically when allowed to demonstrate understanding through multiple modalities rather than traditional written assessments alone.

Continue Effective Strategies

• Visual supports and color-coding for different triangle types and properties
• Hands-on manipulatives and physical models of geometric concepts
• Connections to real-world applications, especially related to sports
• Strategic peer grouping that allows for collaborative problem-solving

Add New Supports

• Pre-teaching vocabulary with visual supports and concrete examples
• Technology accommodations (text-to-speech, speech-to-text) for reading and writing
• Practice technology use for accessing and demonstrating geometric understanding
• Build self-advocacy skills for requesting accommodations or clarification

Progress Monitoring

• Brief daily check-ins for concept understanding
• Simple visual chart for self-monitoring progress
• Collection of work samples across different modalities to show Arnie’s growth in learning the content