NeSA Alternate Assessment Math

1. NeSA Alternate Assessment Math Flex Sessions 1.75 Flex Credit Special education support Team 2012 10.17, 10.24, 10.29, 11.1

2. Session Objectives • Become familiar with the purpose of teaching to state standards, extended indicators • Read and discuss teaching strategies for middle school state standards, extended indicators • Take away sample materials for teaching NeSA-AA Math extended indicators

3. Research indicates that students with significant disabilities are able to learn complex math skills when provided with systematic instruction and support. (Snell & Brown, 2010)

4. Our job is to… • Raise academic content standards • Provide instruction that includes coherent and rigorous content • Teach advanced skills • Increase academic achievement

5. Accountability

6. Factors • Curriculum consistency • Emphasize Pre-teaching, Teaching, Re-teaching based on unit chapter tests, quick quizzes, • Expectation with appropriate supports

7. Factors • Expectations • Highly Reliable Organization • Effective Instruction • Collaboration

8. Factor: Expectations • Expect students to make continual progress towards grade level content standards • Students on alternative assessment should have access to the same content taught to all students • Teachers should be familiar with district and state standards and connect to IEPs.

9. Special Education Intervention • Processes for helping our struggling students need to be intentional. • No Low-Slow Groups • Think-Pair-Share: How can you increase expectations for at your school?

10. Factor: Highly Reliable Organization • Stick with the NeSA AAM Extended Indicators support materials • Consistent Curriculum

11. Factor: Effective Instruction • Set Clear Objectives • Pre-teaching • Explicit Teaching, Clear Problem Solving Models • Re-teaching • Engagement: Cognitive and Emotional Strategies • Visual/Graphic Depiction • Think Aloud/Math Talk • Heterogeneous Grouping w/ Pinpointed Guided Math Groups • Examples & Non-examples • Concrete-Representational-Abstract • Questioning Strategies • Math Language, Vocabulary- Visuals & Graphic Organizers • Formatively Assess • Diagnostic Review: Process Analysis • Monitor Progress w/ Specific Feedback

12. Pre-Teaching • Pre-teaching works best when paired with direct instruction. • When component skills of mathematical procedures are pre-taught, children learn to solve math problems much faster • Pre-teaching components of a skill is more efficient than simultaneously mastering the components and integrating them to form a more complex skill. ("Pre-teaching," 1980)

13. Pre-Teaching • Scheduling prior to large groups instruction • Student confidence results in increased classroom engagement

14. Concrete-Representational-Abstract • Begin with concrete examples and continually expand towards abstract understanding. • Concrete- “doing” stage of using concrete objects to model problems • Representational-”seeing” stage using representations of objects to model problems • Abstract- “symbolic” stage of using abstract symbols to model problems ("Concret-representational-abstract instructional approach," 2004)

15. Example NeSA-AAM Extended Indictor 4th Grade 4.1.3.f Select the appropriate method of computation when solving problems (addition and subtraction)

16. Concrete: Use manipulatives

17. Representational = +

18. Abstract 3 = + 5 8

19. Your Turn • With a partner or small group, pick an extended indicator. • Design a concrete, representational, and abstract example to share with the class.

20. Math Language Vocabulary MATH VOCABULARY CARDS 1. Go to the LPS home page 2. Mouse over the Instruction Tab, go down to “Special Education” – click on it 3. On the Special Education page, near the top right side of the page under the “Special Education A to Z”, click on the words “Visit it here.” 4. Page Down to the letter “C.” Under the “CI – CRS” heading, clink on the “Math Vocabulary Supports”. 5. This will take you to the Docushare Log-in screen. Log-in with your LPS username & password. 6. Click on the Folder: “CI-CRS Math Vocabulary Supports” 7. You found the Math Vocabulary Supports!!!

21. Factor: Effective instruction Cognitive Engagement: Doing, Reading, Answering, Speaking, Writing, Signaling, Performing, Thinking • Verbal Responses • Written Responses • Action Responses

22. Examples • Verbal • Call backs • Group response • Written • Response cards • Snowball (teacher writes problem, answers on white board) • Write a problem for table partner to complete • Action Walk to know it Use body to show mathematical concepts

23. Factor: Collaboration • Collaborate with the classroom teacher on the following: • Concepts • Pacing • Individual skills • Vocabulary

24. LPS NeSA-AAM Supports • Becoming familiar with the Nebraska NeSA-AA • Math Standards and the Extended Indicators • Look at Alternate, Extended Standards at a Glance

25. LPS NeSA-AAM Supports • Review sample materials • Look at data collections forms • Discuss Reporting forms

26. What is your plan? • Share out your next steps for teaching NeSA-AAM for one of your students

27. References • Concrete-representational-abstract instructional approach. (2004, October 01). Retrieved from http://www.k8accesscenter.org/training_resources/CRA_Instructional_Approach.asp • Pre-teaching. (1980). Retrieved from http://nycdoeit.airws.org/pdf/Preteaching.pdf • Snell, M. E., & Brown, F. (2010). Instruction of students with severe disabilities. (7th ed.). Prentice Hall.