Make Your OwnMASSI

Alicia Saunders, M.A.

Materials Needed:

• Make-Your-Own MASSI template• Instructional Families• Element Cards• Recommended: Completing Graduated

Understandings Modules prior to viewing this webinar

Steps for Making Your Own MASSI

1. Identify the standard and topic2. Create grade-aligned MASSI objectives3. Determine Essential Understanding 4. Incorporate real-world application5. Use a story-based lesson approach6. Develop a task analysis7. Utilize research-based strategies8. Incorporate technology, instructional supports, and

scaffolds9. Develop data collection method10. Plan for generalization and maintenance

WHAT? HOW?

1. Identify the standard and topic

• Select the domain and standard– Data Analysis– Geometry– Measurement and Data– Numbers and Operations– Patterns, Relations, and Functions

• Use the Instructional Families or select CCC’s that are related

• Recommend selecting related CCCs that span across multiple grades in a grade band

Instructional Family

Related CCCs

Use Resources to Understand the Standards

• Content Modules• Curriculum Resource Guides• Collaborate with General Education Math Teacher

– Ideas on how to teach– Ideas for real-life activities– May have lessons that simply need adapting– May lead to inclusive educational opportunities

• Internet• Math Unpacking Documentshttp://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath

2. Create Grade-Aligned MASSI objectives

• CCCs can cover a lot of content• Hone in on one particular component of CCC

or specifically state what student will be expected to do

3. Determine Essential Understanding

Two approaches:1. Pull the Element Cards and locate EUs2. Consult with a general education

mathematics teacher and determine the “big idea” of the concept

Sample Element Card

4. Incorporate real-world application

• How can this be used in real-life situations?• Theme:– Creates a purpose for the lesson objectives– Provides context to the students– Create connections to real-world activity or personal

experiences• Collaboration with General Education Mathematics

Teacher• Look in General Education Curricula• Search the Internet

5. Use a story-based lesson approach

• Guidelines for math story:– Short– Simple– Include facts (preferably in order they will be

placed in graphic organizer)– End with problem students will solve– Incorporate students’ names, favorite places,

things, activities– Adapt with picture symbols as needed

Sample Story Problem

Super Subs!   Sub Sandwiches Free Cookie

Jones Family 3 6Goldman Family 4 8

Hirsh Family 2 4

• Likely to have more than one story problem in a lesson– Essential understanding– Grade-aligned skills

• Opportunity to make the link and increase engagement!

Super Subs is having a promotion. If you buy some subs you get some free cookies. The Jones family bought 3 sub sandwiches and got 6 free cookies. The Goldman family bought 4 sub sandwiches and got 8 free cookies. The Hirsh Family got 2 sub sandwiches and got 4 free cookies. What is the proportional relationship between sub sandwiches and free cookies?

6. Develop a task analysis

• How will students solve the problem step-by-step?

• Try the problem out and write down each step needed to solve the problem.

• Have someone test it out!• Considerations for students with SCD:– Does the skill need to be broken down further?– Essential Understandings– Multiple opportunities for practice

7. Utilize research-based instructional strategies

• Element Card• Instructional Resource Guide• Which strategies will you incorporate?– Constant Time Delay (CTD)– System of Least Prompts/ Least Intrusive Prompts (LIP) – Model, Lead, Test – Example/Non-example Training

8. Incorporate supports and scaffolds

• Instructional technology (e.g., interactive whiteboard, SMART Board, iPad)

• Assistive technology• Graphic organizers• Manipulatives

– Concrete (counters, tiling squares, Unifix cubes, Cuisenaire rods, etc.)– Virtual

• National Library of Virtual Manipulatives• Glencoe• Math Playground Math Manipulatives

• Center for Applied Special Technology (CAST)– http://www.cast.org

9. Develop data collection method

• Collect data on steps performed independently correct on task analysis (TA)

• # of steps performed independently correct x 100 = % correct total # of steps in TA• Establish a mastery criterion for each section (in previous MASSIs >50% to move forward)• Decide how many days to teach MASSI or set a

mastery criteria for the entire lesson

10. Plan for Generalization and Maintenance

• Within materials– Vary problems and numbers daily– Use different manipulatives– Create worksheets/reproducibles/tasks for

students to continue to practice skills• Across settings– Inclusion math classroom– MASSI Culminating Activity

Data-based decision making• If student meets criteria, move to next MASSI• If student is not meeting criteria, consider…– Breaking down the steps of the TA, especially if a student is

getting stuck on one step– Improving motivation/increasing frequency of

reinforcement/using higher preference reinforcers– Tighten prompting: be very consistent in the delivery of

the prompting hierarchy (e.g., give instructional cue + wait designated amount of time , then specific verbal prompt, model, physical prompt)

– Trying different instructional strategy to teach skill– Adding additional supports and scaffolds

Performance Examples

• Performance examples in the CR Guides • Similar to the Alternate Assessment questions• Check and see if any relate to your topic or• Work backwards and create MASSIs that teach

how to solve some of the performance examples

10-Step Process for MYO MASSI

1. Identify the standard and topic2. Create grade-aligned MASSI objectives3. Determine Essential Understanding 4. Incorporate real-world application5. Use a story-based lesson approach6. Develop a task analysis7. Utilize research-based strategies8. Incorporate technology, instructional supports, and

scaffolds9. Develop data collection method10. Plan for generalization and maintenance

Screenshots