1. Quarterly Meeting Focus
Welcome
Quarterly Meeting Focus
To reflect on the Alabama Quality Teaching Standards: (AQTS)
Standard 1: Content Knowledge
Standard 2: Teaching and Learning
Standard 5: Professionalism
To study an exemplary lesson for elements that reflect the College-and Career- Standards for Mathematics

2. Alabama Quality Teaching Standards (AQTS)
Standard 1: Content Knowledge
To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.

3. Alabama Quality Teaching Standards (AQTS)
Standard 2: Teaching and Learning
To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.

4. Alabama Quality Teaching Standards (AQTS)
Standard 5: Professionalism
To increase the achievement of all students, teachers engage in continuous learning and self-improvement; collaborate with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement; and adhere to the Alabama Educator Code of Ethics and federal, state, and local laws and policies.

5. This is an opportunity to do just that!
As professionals, we should take ownership of our professional growth and continued improvement
This is an opportunity to do just that!
You love learning or you would not have chosen to make a living in a field that requires constant learning. Use this process (the CCRS Quarterly Meetings) to continually reflect on your strengths and your areas for growth.

6. A Collaborative Lesson Study
Does each of us have a shared vision of what teaching and learning mathematics looks like?
Taking about 5 minutes, think of 3 or more components of a mathematics lesson you feel are important and should be found in a mathematics lesson.
Please do not share with your group, yet.

7. A Collaborative Lesson Study
Write your ideas anywhere on the chart paper provided to your group, just not in the circle.
Take about 5-7 minutes to discuss your ideas with your group.
Do your ideas reflect current research in mathematical education?
Do your ideas reflect the vision of the College- and Career-Ready standards
Be ready to share your Group’s ideas!

8. A Collaborative Lesson Study
Now, in your groups, write in the circle using 15 words or less, what your group decided are the components of a good mathematics lesson.
After 10 minutes, each group will share their thoughts.

9. MARS Mathematics Assessment Resource Service
An Example of an Exemplary Lesson
The MARS project designs and develops well-engineered lessons to support US schools in implementing the Common Core State Standards for Mathematics. Each lesson includes the math practice standard(s), math content standard(s) and formative assessment . The lesson we will study today is found under the Middle School Lessons.

10. Using Positive and Negatives Numbers in Context
As you read through the lesson , think about the following questions.
Does this lesson target a set of grade level mathematics standard(s) at the level and rigor expected in the College- and Career-Ready Standards?
Are the Mathematical Practice Standard(s) identified, handled in a grade-appropriate way, and well connected to the content being addressed?
Does the lesson present a balance of mathematical procedures and deeper conceptual understanding?

11. Using Positive and Negatives Numbers in Context
Take the next 15 minutes to do the mathematical task designed in the lesson.

12. Using Positive and Negatives Numbers in Context

13. We have looked at several important components for an Exemplary Lesson such as Math Practice Standards, Content Standards, and Formative Assessment. Now let’s think about how to accommodate the Lesson for all students.

14. Students with Disabilities are one of the many reasons we need to reflect on the importance of accommodating the lesson.
Federal laws require participation by students with disabilities in the general education curriculum.
No Child Left Behind Act of 2001
Individuals with Disabilities Education Act of 2004
The following slides define and suggest accommodations that can be used in a lesson which will best benefit students.
Several important laws require the participation of students with disabilities in standards-based instruction and assessment initiatives. These include federal laws such as the No Child Left Behind Act of 2001 (NCLB), and the Individuals with Disabilities Education Act of 2004 (IDEA).
Congress has made a number of important changes to IDEA over the years. One of the most significant changes is the requirement that students with disabilities receive access to the general curriculum. Under IDEA, students with disabilities must (1) have access to the general curriculum; (2) be involved in the general curriculum; and (3) progress in the general curriculum.
In addition to the requirements of IDEA, schools must also consider the requirements of No Child Left Behind, which focuses on accountability for the performance of all students. NCLB also requires that State assessments provide for the participation of all students, including students with disabilities, and provide for appropriate accommodations for students with disabilities.
Sources:
Council of Chief State School Officers, 2005, Accommodations Manual: How To Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities,
National Center on Accessible Instructional Materials,

15. Accommodations
Accommodations are things we do for students with disabilities to lessen the impact of their disability in the teaching/learning environment.
Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations.
Council of Chief State School Officers, 2005
Accommodations refer to the teaching supports and services that a student with a disability may require to successfully demonstrate learning.
Accommodations do not reduce learning expectations. They provide access.

16. Accommodations
Accommodations are practices and procedures related to areas such as time, schedule, presentation, response, and setting that provide equitable instructional and assessment access for students with disabilities.
There are a variety of areas and options for instructional and assessment accommodations.
Time accommodations might include extended time or frequent breaks.
Schedule accommodations can involve shorter assignments or the time of day a student completes assignments.
Presentation and response accommodations include a wide range of options for how information is presented and how mastery is demonstrated. (Presentation: audio recording of textbook, fewer items per page, simplified language in directions, directions and/or test items read aloud, visual aids; Response: mark responses on exam, verbalize answers to a scribe)
Setting accommodations might involve location, lighting, acoustics, etc.
(Adapted from Thurlow, M.S., Elliott, J.E., and Ysseldyke, J.E. (1998). Testing students with disabilities: Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin Press)

17. Ways to Include All Students in Instruction and Assessment
Provide accommodations during instruction and assessment.
Utilize resources (e.g., Alabama Curriculum Guides) for students not performing at grade level.
There are two specific things we can do to inform our decisions and improve our efforts to include all students, especially those with disabilities, in instruction and assessment.
The first is provide accommodations during instruction and assessment to increase access to the content and to enable students to more effectively demonstrate their knowledge and skills.
The second is utilize resources for students not performing on grade level such as the Alabama Curriculum Guides.

18. Accommodations
Examples of accommodations for a mathematics assignment:
The student with a disability is required to complete only 15 multiplication problems, while other students complete 25 problems; or
The student with a disability is allowed more time to complete the work.

19. Why is this lesson an example of an exemplary lesson?
In your groups, revisit the following questions to reflect and discuss the task and the lesson plan and how it can accommodate students with disabilities.
Does this lesson target a set of grade level mathematics standard(s) at the level and rigor expected in the College- and Career-Ready Standards?
Are the Mathematical Practice Standard(s) identified, handled in a grade-appropriate way, and well connected to the content being addressed?
Does the lesson present a balance of mathematical procedures and deeper conceptual understanding?