Supporting Improved Mathematics Instruction for Students with Disabilities

1. Supporting Improved Mathematics Instruction for Students with Disabilities Curriculum and Instruction Summit November 2012

2. Session Overview • Protocols for building Math and Special Education Leadership Teams • Background • Overview • Sample protocol • District perspective • Resource Guide for Students with Disabilities for Mathematics Massachusetts Department of Elementary and Secondary Education

3. Mathematics Support Specialists Network • Three-year collaboration between math and special educators in the State-wide Urban Math Support Specialists Network • Math and Special Education Leadership teams • Importance of building shared knowledge and language • Created set of five protocols as a tool for leadership teams across the state • Grant which piloted protocols Massachusetts Department of Elementary and Secondary Education

4. Connections to Massachusetts Tiered System of Supports (MTSS) The protocols… • Build collaboration and leadership • Promote an understanding of both mathematics and the variability of learners • Model rigorous core instruction in mathematics (Tier 1) using multiple accessibility strategies By focusing on students with disabilities when planning math instruction, educators will be better able to address the needs of all learners. Massachusetts Department of Elementary and Secondary Education

5. Special Education in the Flexible Tiers Tier 3 Intense & Core Tier 2 Supplemental & Core Special Education Services Tier 1 Core Instruction/ Universal Behavior Supports Massachusetts Department of Elementary and Secondary Education

6. Special Education in the MTSS Massachusetts Department of Elementary and Secondary Education

7. Math and Special Education Leadership Team Protocols 1: Shared Beliefs About Mathematics Instruction for Students with Disabilities 2: Essential Understandings About Students with Disabilities 3: Essential Understandings About Rigorous Mathematics Instruction 4: Aligning Barriers and Strategies 5: Using an Accessibility Framework to Support a Group of Students Massachusetts Department of Elementary and Secondary Education

8. Protocols Include • Session Overviews • Facilitators Notes • PowerPoints • Handouts Massachusetts Department of Elementary and Secondary Education

9. Sample Session Overview Massachusetts Department of Elementary and Secondary Education

10. Sample Facilitator’s Notes Massachusetts Department of Elementary and Secondary Education

11. Protocol 1: Shared Beliefs About Mathematics Instruction for Students with Disabilities Sample DRAFT Protocol Mathematics and Special Education Leadership

12. DRAFT Protocol 1 Goals • To identify both the team’s shared and differing beliefs about math instruction for students with disabilities; • To use those areas of shared beliefs and differences to fuel discussion within the team that leads to greater understanding and agreement among the team about expectations in mathematics instruction for students with disabilities. Massachusetts Department of Elementary and Secondary Education

13. DRAFT Agenda • Getting started • Complete the Beliefs Inventory • Tally and discuss results • Individual reflect-and-write • Next steps Massachusetts Department of Elementary and Secondary Education

14. DRAFT The Beliefs Inventory • Think about a classroom of students • For each statement, circle either:A (Agree)D (Disagree)? (Not sure) Massachusetts Department of Elementary and Secondary Education

15. DRAFT The Beliefs Inventory • Re-read each question, thinking specifically about students with disabilities • Write A, D or ? in the right-hand column. Massachusetts Department of Elementary and Secondary Education

16. DRAFT The Beliefs Inventory • Which beliefs appear to be mostly shared? • What are the points of disagreement? • Are there any surprises? • What are the underlying assumptions behind our points of disagreement? • Do we have different beliefs for students with and without disabilities? If so, why? How can we reconcile our differences? Massachusetts Department of Elementary and Secondary Education

17. DRAFT Write and Reflect What are some important ideas from today that you wantto note for yourself? Massachusetts Department of Elementary and Secondary Education

18. DRAFT Wrap-Up • Summarize and list any outstanding questions that have not been answered yet and that are still under discussion. • Review any parking lot questions • Any “To-Do” items for next meeting • Review the purpose of next meeting. • Clarify date, time and location of next meeting. Massachusetts Department of Elementary and Secondary Education

19. DRAFT Next Time… • #1 Shared Beliefs About Math Instruction for Students with Disabilities • #2 Essential Understandings About Students with Disabilities • #3 Essential Understandings About Rigorous Mathematics Instruction • #4 Aligning Barriers and Strategies • #5 Using an Accessibility Framework to Support a Group of Students Massachusetts Department of Elementary and Secondary Education

20. Randolph Leadership Team • Members • Principal • Assistant Principal • Assistant Special Education Principal • Special Education Teacher • Math Teacher • Work of the team • Piloting protocols and provide feedback to ESE • Planning professional development for teachers • Scheduled time for co-planning during the school year Massachusetts Department of Elementary and Secondary Education

21. Randolph PD for Teachers • Day One • Beliefs Inventory • Rigor • Components of an IEP • Strategies to use in the classroom • Day Two • Math and special educators worked in small groups on: • Curriculum • Looking at IEPs Massachusetts Department of Elementary and Secondary Education

22. Randolph Co-Planning Content and special education teachers have three one-hour co-planning meetings in a six day cycle: • Content meeting—planning lessons for the next week • Opportunity to Learn—focus on struggling students • Special Education– focus on students with disabilities Massachusetts Department of Elementary and Secondary Education

23. Randolph Co-Planning Co-planning time is productive because: • Meetings are goal oriented • Teachers keep running records • Administrators often attend Massachusetts Department of Elementary and Secondary Education

24. Questions? Massachusetts Department of Elementary and Secondary Education

25. Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities for MATHEMATICS(preK-Grade 8)Daniel WienerAdministrator of Inclusive Assessment Massachusetts Department of Elementary and Secondary Education

26. This Session • Some learning characteristics of students with disabilities in Mathematics • Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities for MATHEMATICS (the “Resource Guide”) • A model of differentiated instruction based on the 2011 Curriculum Frameworks • How to access and use this resource Massachusetts Department of Elementary and Secondary Education

27. Sometimes, It Seems Like This…. Massachusetts Department of Elementary and Secondary Education

28. Profile: Students with Disabilities Who Exhibit a “Persistent Lack of Progress” • Overall learning characteristics • May lack foundational (basic) skills & strategies • acquire “splinter skills,” when motivated • Low independence, but may not seek help • May take more time OR rush through • Difficulty “shifting gears” – getting stuck • Easily discouraged • May be actively involved in classroom activities • formative assessments generally more useful than summative Massachusetts Department of Elementary and Secondary Education

29. Student Profile: “Persistent Lack of Progress” • Academic Challenges • Skill deficits include: • sequencing, organization, receptive/expressive language • Difficulty with inferential thinking, multi-step tasks, social pragmatic problems • Difficulty generalizing, applying, transferring knowledge and skills Massachusetts Department of Elementary and Secondary Education

30. Student Profile: “Persistent Lack of Progress” • Mathematics • Reduced vocabulary; decreased retention • Reversal of number sentences • Confuse operations • Lack of understanding of zero as a placeholder • Interprets graphs with difficulty Massachusetts Department of Elementary and Secondary Education

31. Student Profile: “Persistent Lack of Progress” • Modifications needed • Instructional cues, “chunking” of content • Break down multi-step tasks • Simplified vocabulary – word banks, dictionaries • Strategies to apply knowledge • Preview content in small, interactive groups • Concrete-to-abstract • Graphic organizers, highlighting • Multi-sensory approaches • Differentiated instruction Massachusetts Department of Elementary and Secondary Education

32. “Entry Points” to grade-level standards It Should Be More Like This… Massachusetts Department of Elementary and Secondary Education

33. Resource Guide for Mathematics: Example — Grade 4 (NF) Cluster Headings Standard Number Standards

34. Resource Guide for Mathematics: Entry Points and Access Skills Cluster Heading Access Skills Entry Points

35. Resource Guide for Mathematics:Example – Grade 7 (RP) Massachusetts Department of Elementary and Secondary Education

36. Resource Guide for Mathematics: Entry Points and Access Skills Massachusetts Department of Elementary and Secondary Education

37. Using the Resource Guide • Can the student address… • the standard as written for a student in that grade? • If no, can the student address… • the standard at a lower level of complexity (i.e., “entry point”)? • If no, can the student address… • an “access skill” in the context of academic instruction? • If yes… • Identify a skill to teach at a challenging and attainable level • Design instruction • Assess progress; collect data and other evidence of mastery Massachusetts Department of Elementary and Secondary Education

38. Mathematics “Domains” and Grades in Which They Are Taught KEY MA = Unique Massachusetts standards added to the Common Core State Standards in this grade  = Assessed by MCAS-Alt Massachusetts Department of Elementary and Secondary Education

39. MCAS-Alt Transition to the 2011 Curriculum Frameworks • In 2012-2013, MCAS-Alt will assess the 2011 Mathematics standards for students in grades 3-8 only. • High school Math remains the same as last year for MCAS-Alt. • Use 2006 Resource Guide – choice of three strands • ELA and Science and Technology/ Engineering will remain the same as in 2011-2012. • Plan to add ELA in grades 3-8 next year, and high school the following year Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

40. Features of the 2012 Math Resource Guide • “Address entry points in an earlier grade in a related cluster in this domain” • Entry points can be individualized as needed. • RG provides many sample activities (“e.g.,…”) to illustrate and model the standard • Low entry points were identified even for domains that begin at higher grades • Access skills are listed for each domain for students with the most significant cognitive disabilities. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

41. Resources and Contact Information The Resource Guide is available at www.doe.mass.edu/mcas/alt/resources.html Massachusetts Department of Elementary and Secondary Education Student Assessment Services 781-338-3625 mcas@doe.mass.edu Massachusetts Department of Elementary and Secondary Education

42. You may contact us at: • Emily Veader – eveader@doe.mass.edu, STEM Office • Linda Tarmy – ltarmy@doe.mass.edu, Office of Tiered System of Support • Tara Gestrich – tgestrich@doe.mass.edu, Office of Tiered System of Support • Daniel Wiener – dwiener@doe.mass.edu, Office of Student Assessment • Dawna Sares, sayresd@randolph.k12.ma.us, Special Education Teacher, Randolph • Laura Anderson, andersonl@randolph.k12.ma.us, eighth grade math teacher, Randolph Massachusetts Department of Elementary and Secondary Education