1. Welcome While we are gathering… – Enjoy some breakfast – Introduce yourself to someone you don’t know – Jot down 3 barriers that prevent your students from being successful in Algebra – Complete the math problem – Tynan’s Blocks

2. Success In Algebra February 28, 2013 Leitchfield, KY Facilitated by the P12 Math and Science Outreach Unit of PIMSER, UK Funding provided by Council on Post Secondary Ed

4. Grant Specifics

5. SIA Specifics

6. Simulation: No N Story Goal To step into the shoes of someone who experiences difficulty Directions 1. Add to the story but do not use any words that contain the letter “n.” For example, do not use the words Notebook or Student or Then 2. Each person needs to add a full sentence to the story. There was a boy called Jack who… 6© 2012, EDC

7. Whole Group Discussion How did it feel to do the simulation? What did you think about when you were waiting for your turn? How did your group respond when someone said a word with the letter “n”? 7© 2012, EDC

8. As We Move Forward… Keep in mind what it might be like to be a student with a learning disability. These students need to work extra hard to do some tasks that come easily to others. 8© 2012, EDC

9. What is involved in a Math Task? Conceptual Language Visual-Spatial Organization Memory Attention Other – Fine motor, social skills, perseverance, …

10. Barrier Discussion “The brick walls are there for a reason. The brick walls are not there to keep us out. The brick walls are there to give us a chance to show how badly we want something. Because the brick walls are there to stop the people who don’t want it badly enough. They’re there to stop the other people.” Randy Pausch The Last Lecture

11. Break 15 minutes

12. © 2012, EDC12 What Do We Mean by “Accessibility”? Universal Design for Learning (UDL) builds on principles in architecture – Accessible building design: Wheelchair ramps that are part of the initial design compared to those that were added later – Broad benefits of accessibility: many people benefit from curb cuts Physical access is not enough. Students with disabilities need access to learning significant mathematics. Students with disabilities are part of a continuum of learner differences, not a separate category. Plan for a continuum of learners. Source: www.cast.org

13. © 2012, EDC13 Retrofitting vs. Integrated Design

14. © 2012, EDC Goals and Cautions for Accessibility Strategies Goals Improve student learning by making the math more accessible Address students’ needs and build on their strengths Increase student success and independence Cautions Do NOT lose the integrity of the mathematics Do NOT set expectations too low for students 14

15. © 2012, EDC Math Accessibility Framework 15

17. Patterns Problem Tynan used small squares to make each figure shown in the pattern below. Figure 1Figure 2 Figure 3 If the pattern continues, how many small squares will be in Figure 10? Based on this pattern, how could you figure out the number of small squares in any figure number? Write an expression to find the number of squares in Figure n.

18. Part 1a - Consider the Math First Question: 1.What are the math goals? If we don’t know the goals then we could make accommodations that take away important mathematics. Talk with a partner and fill out the first part of the top left box of the Accessibility Framework.

19. Possible Math Goals Identify and extend a pattern Generalize about a pattern Write an expression to represent a pattern Math Standards: – Solve mathematical problems using numerical and algebraic expressions – Make sense of problems and persevere in solving them – Look for and make use of structure

20. Part 1b - Consider the Math Second Question: 2. What are the task demands on students? We need to consider what students need to do to solve the problem and whether those tasks might cause barriers to learning the math. Conceptual, Language, Visual-Spatial Organization, Attention, Memory, Other Talk with a partner and complete the top left box of the Accessibility Framework.

21. Possible Task Demands Conceptual Demands – Figure out how the pattern is growing and extend it – Generalize about the pattern – Write an algebraic equation to represent the pattern Language Demands – Understand the meaning of an equation and the difference between an expression and equation – Understand what the phrase ‘any figure’ means and what ‘figure n’ means – Write an explanation Visual-Spatial Demands – Interpret a visual representation of the pattern – Draw the next figure in the pattern

22. Math Goals Solve the Fundraising Problem Apply understanding of part to whole relationship in fractions Represent mathematical relationships with expressions Translate a written description into an algebraic equation Use an equation to solve for several unknowns

23. Task Demands Conceptual Language Visual-Spatial Organization Memory Attention Other Conceptual – Write an equation to represent a verbal description – Understand what the variable “n” means Language – Read and understand the clues – Write an explanation Visual-Spatial – Represent the fraction visually by shading in part of the bar

24. © 2012, EDC Part 2: Consider the Student Meet with your district group. Each person in the group chooses a different student. – Celia – Victoria – Owen – Larry Complete the top right portion of the Accessibility Framework with the strengths and difficulties of your student. Discuss your student with your team. 24

25. Part 3: Identify Potential Barriers What potential difficulties do you think your sample student would have with this math problem? Discuss with a partner and write these in the middle section of the Accessibility Framework. © 2012, EDC

26. Part 4: Align Strategies 1. Each person gets 4 strategy cards. 2. Find 2 strategies that are a good match to your student and the math problem. – Trade for new cards. – Rejected cards go face up in the middle so others can use them. – Work together to find good strategies for each student. 3. Discuss the strategies. What strategies did you pick? Why are they a good match? 4. Write your strategies in the bottom section of the Accessibility Framework. 26

27. Group Strategy Discussion Divide into 4 groups by student: CeliaVictoriaOwenLarry Bring the 2 strategy cards you chose Discuss: – What strategies did you select? Why? – What strategies do you use with similar students? Be prepared to share 2 ideas with the whole group.

28. What if you had all these students? You probably do! Many strategies are helpful for all students, not just those with disabilities Many strategies can be used throughout the year Alignment is key! 28© 2012, EDC

29. Lunch

30. Student Engagement Strategies Active Participation AND Cognitive Engagement

31. Fluency and How it Connects to Being Successful in Algebra

32. Mastering the Basic Facts “The Common Core State Standards carefully state that students will know ‘from memory’ their facts. This is a result of repeated experiences with reasoning strategies and not because of time spent memorizing.” Elementary and Middle School Mathematics Teaching Developmentally The Professional Development Edition pp 183-184

33. Students who continue to struggle with the facts often fail to understand higher mathematical concepts; their cognitive energy gets pulled into computation when it should be focusing on the more sophisticated concept being developed (Forbringer & Fahsl, 2010). Elementary and Middle School Mathematics Teaching Developmentally The Professional Development Edition p 184

34. What to Do and What Not to Do when Teaching Basic Facts With your district level team complete the card sort activity Be prepared to share one insight with the whole group.

35. Fact Remediation Count off by 7 to create seven groups. Each group discuss the corresponding Fact Remediation statement from pages186-187. Share with whole group

36. Multiple Means of Practice Games – see page 187 Salute! Bowl a Fact

37. Multiplication/Division Strategies Read Van de Walle book pages 181-183 Complete the Reasoning Strategies for Multiplication and Division Facts Handout With your building level partner use the TPT of Confer, Compare and Clarify

38. Follow- up/ Coaching Visits

39. Homework Choose a Focal Student – Pick a student with a learning disability who: Struggles in math Engages in class work and attempts to solve problems Is willing to work with you Has regular attendance – Complete the Focal Student Planner, Part 1 and 2 With your district liaison and Karen set a date for Coaching Visit 1

40. Session Reflection and Feedback

41. Future Dates March 22, 2013 June 25-27, 2013 Fall dates TBA Coaching dates to be scheduled