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Key Learning Points for this session:

RPD-18 Accessible Digital Math Curriculum = Reading Words + Symbols University of Kentucky Math Curriculum Digital Conversion and Implementation Project. Key Learning Points for this session:

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Key Learning Points for this session:

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  1. RPD-18Accessible Digital Math Curriculum = Reading Words + SymbolsUniversity of Kentucky Math Curriculum Digital Conversion and Implementation Project

  2. Key Learning Points for this session: Participants will be able to describe at least 3 assistive technologies that can be used by students with learning disabilities to read complex secondary level math content. Participants will be able to describe at least 3 technology supports and classroom instructional issues discovered when implementing an accessible math curriculum and effective ways of dealing with them. Participants will be able to identify how math instructional content can be converted to an accessible digital format and delivered electronically.

  3. Math Curriculum Digital Conversion and Implementation Project • Strand of Mathematics eText Research Center (MeTRC) at the University of Oregon's Center for Advanced Technology in Education (CATE) • Supported by funding from the U.S. Department of Education (CFDA No. 84.327H) • University of KY- Case study of converting a 7th grade math curriculum to an accessible digital format for use as a read-aloud accommodation

  4. Math Curriculum Digital Conversion and Implementation Project • Built on previous UK study: Project SMART - Supported Math Accessible Reading Tool • Documented use of Read & Write Gold paired with MathPlayer to read complex math symbols and expressions • Reading support for student access to 8th grade math textbook coded with MathML to allow reading of math symbols/expressions • Limitation: Only provided textbook digitally

  5. Math Curriculum Digital Conversion and Implementation ProjectBackground and Setting • Multiyear project – piloted with 6th grade students and then followed into 7th grade for full implementation • Students primarily LD – all had reading accommodations specified in IEP • Pilot conducted in both resource room and collaborative setting with 17 students • Main case study conducted only in resource room with 6 students

  6. Technology Used • Students primarily used laptop computers with TextHelp Read & Write Gold • Print math materials were converted to HTML+MathML format using Word+MathType • To make math accessible, digital materials had to be used with Internet Explorer+MathPlayer • Online MATHia software made more accessible by Carnegie Learning using MathJax

  7. Technology Key Learning Point • Other assistive technologies that can be used by students with learning disabilities to read complex secondary level math content... • LD: Browsealoud, ClaroRead, Kurzweil 3000, WYNN • BVI: HAL, JAWS, MAGic with speech. NVDA, SuperNova, System Access, Window Eyes, ZoomText Reader

  8. - Administered a performance event to determine student ability to independently read math text vs. math symbols on paper- Students’ average error rate for reading of math symbols was consistently twice their error rate for reading of math text Fundamental question: Is student need for reading support of math symbols comparable to need for reading support of math text (words)?

  9. October-May Performance Event Difference in error rate in reading of math text vs. math symbols on paper

  10. MeTRC KY Case StudyTo what extent can a 7th grade math curriculum be converted to an accessible digital format and integrated into instructional routine as read-aloud accommodation for use by students with disabilities ?

  11. Three MeTRC KY case study questions • What factors determine whether or not 7th grade math instructional content can be converted to an accessible digital format and delivered electronically? • How can use of math etext be integrated by teachers into instructional routine as an oral accommodation in a math resource room setting? • What skills do students need to efficiently use etext technology as an oral accommodation and what is an effective method of developing those skills?

  12. Case Study Question #1: What factors determine whether or not 7th grade math instructional content can be converted to an accessible digital format and delivered electronically? • Teacher identification of material in time to be digitized From 9/12/11 to 5/15/12 teachers provided content at least 1 day ahead of time 76% of time, 24% not. From 9/13/11 to 5/11/12, 41 items were identified to be converted for student use. 98% (40) of the content was converted and delivered in time for student use.

  13. Original material formats affected efforts to digitize Most instructional materials able to be digitized were in commonly-used formats (PDF, Word, Paper) • Majority of math curriculum provided in digital format From October to May, there were 115 different instructional activities with 68% (78) of those activities being digitized and 32% (37) not being digitized.

  14. Frequency of technical issues requiring support Across 43 of the sessions, the six students logged in to their laptops 220 times Technical supports were provided 58% of the time (127 out of 220 logons). Of 161 supports given during the 43 sessions, 59% (9) were needed due to student error and 41% (66) were due to technology related issues.  Hardware/laptop operation accounted for 68.2% of technology related problems

  15. Case Study Question #2: How can use of math etext be integrated by teachers into instructional routine as an oral accommodation in a math resource room? • Teachers’ response to student use of math etext Over time, the teacher reminded students to use their technology and tried several strategies (e.g., tech use before worksheet, reward time using iPad , tokens toward class reward) • Teacher perception of students’ use of digital text as an oral accommodation in math Teacher reported it allowed students to have more independence and to go at their own pace and helped teacher avoid having to repeat something

  16. Teacher reports greater confidence in integrating digitized accessible material into classroom routine When asked how comfortable she was in integrating digitized accessible material into classroom instruction, the teacher responded ‘1’ in December, ‘2’ in March, and ‘4’ in May. (scale: 1-not confident to 5-very confident)

  17. Teacher reports greater confidence in integrating digitized accessible material into classroom routine Teacher reported the biggest challenge in integrating digitally accessible materials into the classroom routine was making sure all the material was appropriate for etext, that it was sent on time, and that all the computers were working

  18. Teacher becomes more adept at integrating student use of TTS with digital text Self-rating over time, teacher felt more comfortable integrating use of math etext into her instructional routine. However, she continued to rely on project staff to provide students support in the steps and process of using the hardware and software. . • Teacher perceptions of ongoing implementation of use of math etext. When asked about ongoing implementation of etext in the classroom, the teacher reported in March and May that the technical difficulties frustrated the kids who are already frustrated with math. If everything worked liked it was supposed to, then students would be more interested in using the technology.

  19. Case Study Question #3: What skills do students need to efficiently use etext technology as an oral accommodation and what is an effective method of developing those skills? • Training of students in skills necessary to use math etext • Direct instruction during authentic classroom use of math etext found to be a viable and efficient means of teaching students use of math etext • All students met or exceeded the goal of 85% success in the Core Skills required to independently use math etext after one to five follow-up sessions

  20. Technology Skills Checklist Core Skills • Start up: • Turns on laptop or waits for active mode. • Successfully types in login and password. • Attaches 1 ear bud (2 for independent work). • Opens Read & Write Gold. • Opens My Computer • Opens Vol.3 • Opens StuClassroom • Opens class folder. • Opens file of assigned content • Usage: • Hovers mouse over content to be read. • Uses mouse to advance to next text/MML. • Listens to math text via ear buds. • Closes all windows before shutting down.

  21. Measure of Improved Student Performance • At three intervals during the school year, progress of all students in the school was assessed using the Measures of Academic Progress (MAP) • Analyses of MAP math scores for the six targeted students compared to results of six other students served by the same teacher in a different math resource room and to results for the whole 7th grade • Performance of targeted students in the intervention classroom increased more overall

  22. Measures of Academic Progress (MAP) Test Math Score Comparison – Rate of Improvement 2011-12 Students improve performance on MAP Math test commensurate with peers Result: Target students’ (5th period ) MAP scores improved at a faster rate than their similarly disabled peers’ (2nd period) MAP scores and also overall 7th grade math average.

  23. Key Findings & Implications Results of performance event revealed students with disabilities’ error rate for reading of math symbols to be twice that of their error rate for reading of math text Implication: Students with disabilities’ high error rate for reading of math symbols supports need for access to math etext as an accommodation 2. Majority of 7th grade math curriculum can be identified, digitized with MathML, and delivered in a timely manner Implication: Digital conversion and delivery can result in most of math curriculum being accessible, but conversion expertise is required

  24. Key Findings and Implications, Continued 3. Efficient and reliable technologies and infrastructure/ tech support is required for routine student use of digital math curriculum Implication: Routine use of math etext is not feasible if tech issues delay or disrupts instruction and frustrates students 4. Use of math etext can be integrated by teachers into instructional routine as a read-aloud accommodation in a math resource room setting, but it requires additional training, preparation and tech support Implication: Teachers must develop tech skills to support use of math etext but cannot be expected to act in isolation and still maintain instruction

  25. Conversion process demo • OCR from print / Import from PDF • Fix formatting and layout • Add math with MathType • Add instructional images • MathPage Export • Book index page created • Quality control process

  26. Math AT reading demo • Glencoe / McGraw-Hill • Mathematics: Applications and Concepts, Course 1 • Holt McDougal Mathematics • Carnegie Learning - Math Series Course 2 • Print handout examples (3rd party) • Teacher created materials

  27. University of Kentucky Math Curriculum Digital Conversion and Implementation Project Staff • Preston Lewis preston.lewis@uky.edu • Linnie Lee llee@bluegrass-tech.org] • Steve Noble steve.noble@louisville.edu

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