TRANSCRIPT - Do We Have a Resource for You! Learning and Teaching the Nemeth Code within UEB Context

>>Donna: Alrighty, just so we get started on time, I don't want to lose any time today because we've got some great information and wonderful speakers. This is Donna Clemens and this is TSBVI outreach tech T time. Remember our goal for tea time is to build our community of practice for technology and steam. Topics which is why we have our math gurus. I'm so excited. Into with us today and in the spirit of that goal we want it to be as interactive as possible so we have our Q&A in chat. Please connect with each other or with our panelists through that. Medium and we are recording this session and posting it to our website for post viewing by registering for the session, you're granting us permission to publish. The contents of this recording. So today our topic is do we have a resource for you learning and teaching the NEMO code with UEB context a step-by-step guide with Tina Hertzberg, PhD, Dr. Tina Herzberg. Susan Osterhouse. Sarah Larkin and Dr. Penny Rosenbloom. I'm so excited for all you folks to be in here today and I am going to pass. My screen over to you. And let them take over if I can get my screen to stop sharing. There we go.

>>Tina: Hi, it's Tina Hertzberg and I am absolutely delighted to be here today and thank you for introducing, we've been looking forward to today for a long time. So do we have a resource for you? Is absolutely. But before we talk about the resource, we like to make 2 quick announcements. The first one, we could use some help. We are seeking individuals that are working with bro readers that are using Chromebooks and Android apps. We really want to learn more about their experiences. Your experiences and the apps and tools that they are using specifically for their math classes. So if you have time to share and you're willing to share, if you'd email me, that would be fantastic. We'd love to learn from you. The second part, just earlier this week, we announced our newest event for students. This time is going to be for students who read Braille and grade 6 through 12. It's called Project Inspires, Mathly Competition. So if you want to learn more, visit the Pass to Literacy website. We love to see your students. Join in for the fun competition. Coming up on May fourth. Now to the resource. Our objectives for this next hour. The participants will be able to identify which components. That you find most useful within the chapters of learning and teaching the NEMO code within UEB context. I step by step guide. Explain how you can use the practice activities to sharpen your NIMS code skills. And then be able to identify 5 instructional ideas. That are presented in the book. So I hope that will kinda. Help us as we get started. So some of you might be like, hmm. Why in the world would the 4 of y'all want to write a book? I got to say I had no idea how much work it would be. I just got I just got to confess. Before we get started, I see some grants from my colleagues. Because I don't think any of us expected how much work it would be. But it's something that we absolutely believe in because proficiency in the nymph code is essential for our students to be able to access gray-level math and science materials all the way from pre kindergarten to twelfth grade if they read Braille. And so we want to make sure that teachers have a tool to make sure that their skills are where they need to be. And then also we have some teaching tips. If you look at us across our 4 of us, we've been teaching for more than a hundred years. We've been teaching for more than 100 years. Doesn't that sound scary but we've been teaching for more than a hundred years. Doesn't that sound scary but we're happy to share well things that we've learned along the way and we hope that she'll find them useful too. And then we also realize that sometimes . TBIs that beyond their confidence in NEMO code and in that kind of varies. And so we hope this kind of helps support you. And continuing to learn whether you're new to the name of code or maybe this is something you've been doing for a long time, but you just need to dust off some of the dust. If it's been a little while since you've used the And then we also offer some ideas about when and how to introduce students to the NEMO code as well. So the book is available on the past to literacy website. It's a available in print and burial at absolutely no cost. You can just go there and download it. The part about it is that we really didn't want to sell it. We wanted it to be a free resource that anybody who really needed it would be able to utilize it. So each chapter is laid out very similarly. So once you get through like the first and the second, you're gonna like, I kinda know exactly what to expect. And the rest of the chapters because they are laid out very similarly. So the first thing we do is we introduce you to the new, symbols that are going to be introduced in the chapter. Then we have just information about how they are actually used as well as lots of examples. And then there's practice activity so you really get to play everything that you're reading about. And along the way we throw in those teaching tips, things that we've learned along the way. And then we also provide information about references and where you can find additional information. So let's say that perhaps you might be interested in, you know, where is that found in the code book? Well, that information is provided. And then at the very end of the chapter there is a summary. So the first thing is that when should Matt Greel instruction, but yet. So we already kind of gave ourselves a weight that is never too young. And that means literally third. Like when they're 3 years old, they're 4 year old or 5 girls whenever they're starting. And they're learning count and they're being introduced to like letters. Hey, let's go ahead and let's introduce them to numbers as well. So we really want to begin in preschool. So why you might say, why would I say that? Well, of course we'd start in preschool. Whatever once in a while we still get emails from. Individual saying, hey, do you think maybe I should start introducing them? I said it's the second grade now. Well, just a imagine, really hard behind that student is by second grade. Think about how much our students learn in their math classes before then. But if we start introducing them with the numbers when they're 3 or 4 years old, for the time they're in kindergarten, they know the numbers, we can introduce those symbols. Like signs of operation and signs a comparison that they need for kindergarten and off they go. They're ready to learn. With their peers. There are some fund Braille, Math Blocks, in Nemmeth Code. Yes, from Uncle Goose. We are not getting any kickbacks but kick back but they are excellent. Lot of fun once again because you know It's really important just like we wanna have a, a rich experience for our environments for our president. So we want the very same thing for our students who are reading. And that includes that. So peek into chapter one. Nim of code samples used in grades pre K to first grade. So instead of like breaking this up. Across like symbol categories is we took a different approach. Is that we really wanted individuals to say, hey, oh, my students in pre-care, my students in kindergarten, my students are first grade. These are the chapters. These are all the symbols are going to need in those grade levels. And then we have the next one where they're a little bit older. And then all the while, and where they're in high school. And so that way you really can't kind of target where you need to start depending on what, where your students are at. So no surprise, you're introduced to the generic indicator. The math comma, the punctuation indicator, the tally mark. The general emission, the plus sign minus sign. Equal sign, less than sign and the greater than sign within the first chapter. We also write after the new simple list, we give you any kind of like banner terminology that we think might be helpful. So like Bana doesn't call a title, title. They call that centered heading. So anytime that we know that there's like words that they use that may not be the same language that's used in like. But, teachers, we go ahead and try to share that with you. And then we have just a few key points. That will be covered in the chapter. And if anybody has any questions along the way, please do not hesitate to put anything in the chat. If there's anything that I can be, you know, questions with my answer along the way, we're happy to do that. So here's a little bit of sample content that can be found in chapter one. It's about the mathematical comma. So the first thing is we do is that we talk about students learn to read and write the mathematical comma. And a series of numbers in the early grades, according to the Maryland, the Department of Education. The dot 6 represents the mathematical comma. And then we have the next paragraph is a little bit of an explanation about the example that will follow. So an example, 1.3, there is a mathematical comma after the number is 28 and 29. And just like print, there's not a space between the number and the mathematical comma. In contrast, there is a space between the comma and the following number. And then you had the example both in print and S. Now if there's also a real copy, so the same information would be available in the Braille as well. And then after you finish learning to write numbers to a hundred 20, there's some practice. So with the practice, there's usually 2 things that we ask you to do. The first part is just interlining the numbers. A lot times it just kinda wakes us up and gets this like, yeah, I know exactly how I'm doing that. So like the first number, 960, the second 1, 67. Yes. Now in case you're like, whoa, wait a minute. What if I don't know if I'm right? We had the answer, Kate. So you go to the end of the chapter and every answer to the practice activities are offered. We set up to get asked why we didn't put them on the same page. Well, we're really kind of encouraging you to complete it and then go back and check yourself. And if we put it on the same page, we are afraid that might make it really easy just to kind of peek down. We wouldn't mean to, but it would be easy to do. And then the second part is write the following numbers. And so there's a series of numbers on 3 roles to ride as well. So if here's one of the teaching tips offered in chapter one. Brilling the equal sign. Began brillian using 2 fingers. Of the right hand. Then follow with 2 fingers. Of the left hand. So memory cues. 2 fingers are equal to 2 fingers, 2 dots are equal to 2 dots. I actually love this because the other part about it is that I start with my right hand and then I go to my left hand because it's something like, oh yeah, I kinda get hang my hat like. There's more symbols used and pre K to press grade. This is why we're saying, Hey, don't wait a second, you want to start when they're in pre school. So we introduced them to the opening NEMO code indicator as well as the Terminator. Now I will tell you that We have introduced the net opening and closing indicators to students as young as kindergarten and there really wasn't any difficulty with it. It's one of those things that very much very soon they're like, oh yeah, open that and they just key off line past it. But the nice part about it is they've been introduced to it. So once again, when they discovered them and other materials, they know exactly what to do. They're awesome. Sometimes they will find the single word switch indicator, so that's included. They're also introduced to the English letter indicator. The ellipsis, the long dash. As well as the opening transcribers note indicator. So this is the second part that we've done is that it's not just the NEMO code is that you will notice that what we've done is we've embedded information also from like formatting. That you get that same information while you are learning the NMF code or refreshing just because if our students get well formatted materials, it's just very easy for them to find things very quickly. And then you don't have to go look in 3 different code books on the, website either. So we're hoping we just kind of put it all together for you. So an example in chapter 2. So now we're really starting to cut. We have just a very short. Practice it, but a child mine. Be given. And so it's about expanded. And they give the first 2 kinds of examples, write each number as an addition problem. And so the first 2, a lot of times they give you the example of how you would do it kind of modeling for the students. And then the students have to do it from 3 to 6. So what we do though is we show you exactly how this would be laid out in Braille. So at the top would be that centered heading that title. And then because it's math directions. That are followed by numbered problems. Our directions would be, again, itself 5 with runner versus cell 3. And then we have our opening name of code and those are used to get way minute. I could have also put it at the end of my direct says right both ways are right. So Then we have our 6 problems and then we close. Nymph code. And then we also included like the Braille page numbers at the bottom as well. So throughout the book you will find a number of examples. And so a lot of the examples, that either like teachers that we knew that would share things with us that we could use. Few of them we created, but we want you to have lots of examples along the way. And then the chapter 2 summary at the very end we were telling you that we have a summary. So what we tried to do though is we put it in bullet points rather than paragraphs. Open this we just make it very easy to go back and to find things when you needed them as well.

>>Susan: Oh boy, I think it's my turn. Okay, this is Susan Ostrasse and I get to talk to you about chapter 3.

>>Tina: I think it is.

>>Susan: And this is an introduction to Nimic code symbols used in grades 2 through 6. So we are advancing. And in this chapter, some of the content is symbols for dollars and cents. So we do have some practical Nymph code in here for them and for you. And, again, as we said, we, we go ahead and show them how it looks in, print and we show, the teacher how it looks in the. And we talk about it taking 2 cells to write the dollar sign and we start with a dot 4 followed by dots 2 3 4 just in case you're wondering, this is one of the very few symbols that is exactly the same. And UEB. So that's that's kind of nice about that. And but some teaching tips are that we point out that many of the print symbols such as dollar cent and percent signs all began with the dot 4 in Nymouth code. So this really kind of helps the students remember, oh, when I'm talking about money, I've got to remember that dot 4. And it also may be easier for students to learn the symbol. That it's not for followed by an S and you can explain to them if they go why is there an S there when it's dollar and like dollar begins with a D. Well, you can talk about how in print. The print symbol includes an S and it has a line drawn through it. So just giving those hints about what it looks like in print. This is very, very helpful for the Braille student because they're going to be hearing this in the classroom. They're going to be hearing their their peers talking about the dollar sign and the teacher will probably talk about it looking like an S as well. So this this relates right back to the Nymph code for them. Again, we also know from our own experiences that there are some times that, we teachers and I'm gonna say we teachers instead of the students, the students get it immediately, but that you do not include a numeric indicator when you're using the dollar sign. A lot of people think, do we have to put that into? No, you just get to put the dollar sign in for there and there is no space between that dollar sign in the first number. So we kind of have anticipated any types of problems that you or the student we think might have because we've all been there and done that. That's what this book is based on. All of our experiences along with following, of course, the Nymph code book. Okay, keep going. And now we've got those practices. And as Tina pointed out, we have the practice here on the left and we have the answer key on the right, but that's not the way it is here. We make you work for it a little bit. We don't want. Not that any of us, as Tina said, would be trying to look look and find those answers ahead of time. But anyway, again, we start with interlining. And, and then, we have those answers in. And again, we want you to be brailing as well. So we have you have you brailing? The answers. In this particular case, we are actually talking about a underlying digit. And in case some of you did not know I just wanted to let you know that it was teachers who got Banna to include this shortcut for an underlined digit. This is something that a lot of people don't even still know about it because it was not in the original code book from 1,972 it was something as a member of the technical limits committee of Vana. I brought this to the committee and said teachers really want us to come up with a simplified version of doing the underlying digit for our young students. It's too hard for them to do the entire modified expression. And we teachers got this change. So you should be very proud of this change. So you should be very proud of this. So let's keep going though. And chapter 4, we're now we're getting into spatial arrangements and number lines used in grades K through 6. And I will tell you, as far as spatial arrangements go, That was just making sure that all of that was as perfect as we could get it and and also show it to you correctly. This is just, know that spatial arrangements may seem simple, but there's a lot of rules and regulations that we do need to follow. Of course, all of us love love, absolutely love number lines. So you're going to find lots and lots of number line practice too. Okay, so these are these are we've gone back though now to include all the spatial arrangements and the number lines that would be used in all the way from grades K through 6. And as we always do, we start out with those new symbols introduced. The first one is carried number indicator, which by the way is going to be changing. I'm just alert you to that. But remember, we're basing everything on this. That was based on the 1,972 book. And I'm gonna have more to talk to you about that at the very, very end. Okay, and so we've got here, we have the division in this particular place we have the division sign that it's the. Divided into a lot of the kids call it the Gazinta. Have you ever heard? 3 goes into 6. Well, we caught some people just jokingly call that the goes into sign, but then we've got all those number line symbols and what's here though that you're seeing right there is just those symbols to create the number line. Then you use certain other symbols to actually graph on it. But for right now, we're just talking about creating the number lines and what you need. And again, Nubana terms in case of you haven't heard of what a spatial arrangement is, we go ahead and describe that. That's how Banna, that's what Bana calls, these math problems that are written vertically is basically one number over the other, and that's a called a spatial arrangement. And then we have all these wonderful little key points that. To begin this, just so you know, this is what I'm gonna be looking for. This is new or I kind of remember this. I'm gonna be looking for this. And this is like the addition or subtraction sign goes one cell to the left of the widest number in the problem and so forth. Okay, let's keep going. And we, as we've, as you've seen already, we have tons of examples out throughout the content. And here are actually 2 number lines with. Label scale marks and truthfully what we're trying to show here is that you can be correct and do different versions of number lines depending on what your student needs, what the math teacher wants you to have on the number line as well. So the first number line is a little the scale marks are closer together, but it's not labeled every scale mark is not labeled. So that was the strategy there. In the second one, you wanted, let's say the math teacher or the student needed to have every scale, or the student needed to have every scale mark that was, you know, that was labeled that they want to also have that label, the student needed to have every scale mark that was, you know, that was labeled that they want to also have, that label on in Braille as well. And in that case, then you're gonna make your scale marks wider. And it's okay as long as the distance between each of those scale marks is even. It does have to be the same. On that particular number line but in one case it can be twice as long as in the other one but it has to be the same on that particular number one. Okay, let's keep going. And now we're gonna talk a little bit about chapter 4 teaching tips instead of actually just showing you one or so week we're gonna zipped and got you several ones and and the first one that we have here is spatially align problems have a window. And below the problem and if more than one spatially aligned problem is on the same line. You have to have at least one blank cell between the problems. So we try to explain that. I hope a little more to where a little less banner type or transcriber talk. Sometimes transcriber talk. Is very difficult for some of us teachers to understand and I'm including myself. Okay, another bullet, although it's time consuming. It is important that students can perform long division on a Broadway. This will be revisited in high school when they complete long division problems with polynomials. I've had a lot of people say, what, Miss O you, we know you love the advocates and I do. But at some point your student does need to know how to do that long division on a Braille writer because at some point when they do get into high school and do have to complete longer than problems with those polynomials. Unfortunately, you can't do that on the abacus. So. I have had to show high school students how to divide, do long division on a Braille winner. And that's just, it's a little harder for them to learn it in the high school level when they could have or should have learned it back in elementary school. And then finally on that one student, I have demonstrated that they can perform the long division, then they go ahead and should definitely use that abacus for division problems and write out the final answer for their math teacher because this will be much quicker for the student. I do not expect them to do all of their problems manually on a, Braille rider. Okay, I, if they're, Tina, I think there might have been a quite, was there a question in the chat that I should have addressed? I saw something fly by there. Should I stop for a moment or keep going?

>>Donna: No, you're good, Susan. I'm taking care of it. Just some technical difficulties.

>>Susan: Okay, thank you. All right, chapter 4. And now we're going to look at the chapter summary here. And this is so nice. First, we give you the new symbols and then we. Show you all the key terms and so forth. And then we give you the content and the examples and practice and then. Just kind of nice at the very end that we go back. Let's go back over it one last time and give you that summary and then you can say, oh, I definitely, oh yeah, I learned that, learned that, learned that, or if you find something that oops oops I don't remember that then you know let's I need to go back and check up on that because I need to go back and check up on that because I must not have quite gotten that. I need to go back and check up on that because I must not have quite gotten that. And you'll notice we are quoting all the various rules so that you know exactly where to go. Okay. Let's keep going. And chapter 5, we are now into fractions and mixed numbers. I think they gave me all the fun stuff. The fractions and mixed numbers. So you've got your opening simple fraction indicator. You're closing simple fraction indicator, horizontal fraction line, diagonal fraction line, opening mix number fraction. Close the next number fraction indicator. So you know right at the get go. Oops, this is what I'm gonna have to concentrate. If I know it all already, that's great, but if not, I need to go through this. I know this is what I'm going to use. Then we give you key points and help you understand what's a simple fraction? What is of the horse? What's the difference between if we use a horizontal or a diagonal fraction line and what what are the what things do we need to know and so we try to make those very nice and short. For example, well, that last one's cut off, but so I think I'll I'll read the first one simple fractions begin with the opening simple fraction indicator the closing simple fraction indicator in the fraction. There are no print equivalents for these symbols. The But it's so nice. I love Nimuth code. There's no question as to when it starts and when it stops. Okay, so let's keep going. And then we've got, to, look at a little bit at the, the sample chapter 5 content. Okay, so as we said, we're gonna start with that open simple fraction indicator that we just told you all that that's gonna be you know the first thing you're gonna learn about and then we even give you a teaching tip that might be helpful to point out that the opening symbol fraction, simple fraction indicator contains the same. Nuts as the TH group sign. And my favorite is that the closing simple fraction indicator looks just like the numeric indicator. And some students will notice that right away. Oh, so that's just another thing. Similar to UEB, the same dot configuration. Sometimes represents multiple items in the groups. I'm sorry, the chats, covering up what I'm trying to look at. Okay, similar to UEV, the same.com configuration sometimes represents multiple items in the network code. Depending on the placement and the context of the Braille dot configuration. So we're just pointing out to them, yes, in this particular situation it may be a numeric indicator and another situation it's just the closing simple fraction indicator. But guess what? Students, they, they totally get it. They know we only have so many dots that we in cells and so forth that we can put everything together on. And, again, and I think it gets caught off a little bit toward the end, but a teaching tip is usually most things, not every single time, but most of the time, everything you open, you've got to close. So, that, sometimes helps the students as well. Okay, keep going, Sarah. Practice. So here we are back again with the practice and notice just because it takes up a little more space fractions do we do have you know a practice for you and you have to interline and then then you'll have to of course braille as well. But you'll notice we mix it up, we have some fractions that have a horizontal fraction line and some with that diagonal. Fraction line. And I'm just in case anybody, I think we say it's somewhere in here in the book, it book itself, but I'll just tell you our prejudice is we really love the horizontal fraction line. The best most of us math teachers because and mainly because in print it sometimes it's really hard if you if you use the diagonal not this for this diagonals better but if you use this other diagonal where the numbers are on the same, exactly, they're lined up with each other. So you just have 5 slash 8 and you, and it's really hard to tell where the fraction, the first fraction is and the next one begins and so forth. So anyway, we we have our little prejudices that we build in and let you know about too. And, so just know that. But we do wanna make sure that you know how to do both. So we have we have everything there. Okay, chapter 6, some symbols used in the middle grades. Again, we, we, somewhere in there right after we introduced you to the new, symbols that you're going to be using, we have those key points. So if you're a little worried about variables and when you use parentheses and all the different grouping symbols, the brackets, the braces, what is absolute value mean? What I don't know anything about negative numbers, whatever. We are going to tell you all about that in these key points, whatever, we are going to tell you all about that in these key points. So just relax, anything that's kind of. Bad, you know, ban a terminology or math terminology. We're going to be very nice and explain that all to you. So don't panic. Okay, I think I've got one more. And so here we've got some examples. Now I want I want you to know once we get into something like this, 8 plus negative one equals 7. We listened to teachers and teachers said, Okay, this is great. You're showing me how it looks and print and you showing me how it looks in Simba, but I don't know how to say it the man feature does, but I don't know how to say it. So we help you out and we try to write how you would say it exactly in words so that you you're you're going to be able to very easily communicate with your student. So I think I'm I'm going to pass over to Sarah. She's gonna keep going. So Sarah, go for it.

>>Sara: Alright, thank you, Susan. In chapter 7, we actually do geometry, but we do it this time. With all grade levels because there are similar symbols. Used in geometry throughout those grades. For example, the shape indicator. Used to for a lot of different shapes. So that dots 1, 2, 4, 6. We've repeated that for all of the different shapes. For instance, a circle is that shape indicator followed by a C. And that square is a shape indicator followed by the number 4. So we give a listing of all of those different shapes through angles and arrows. And then we even get into some of those other symbols such as pie. That's that lowercase Greek letter pie that's often used for circles. And that that's written with that Greek letter indicator dot's 4 6 followed by the letter P. And then we use that in math context. So besides just stating pi. We have the formulas C equals pi D for circumference. And area equals pi r squared for area. And volume equals 4 thirds pi r cubed or volume. Also a few other samples within that. A chapter for some of the teaching tips. Comparison science like you're less than or your greater than sign. Can be negated. By placing dots 3, 4 before the symbol. So that negation means not less than or not. Greater than. Therefore, for the congruence symbol. It would be not congruent too. By just placing that dots 3, 4 in front of it. Also, we talk about The print example for angle ABC and how that is read as angle ABC. Then we also talk the minute you put an M in front of that angle symbol. Now it's read the measure of angle ABC. So that M actually stands for the words the measure of. And then for another point we have it is important that students see multiple ways of transcribing the same thing. Such as a transformation. And so taking time to familiar yourself, familiarized students. With the different ways that materials may be presented is important. Also if we look at chapter 8, we get into more of those advanced content areas, the algebra's and the advanced math. So both algebra one, algebra 2. And advanced math or sometimes called precalculus. Some of those symbols include the infinity symbol, the hollow dot. You're superscript? With the superscript indicator. So you not only just have a superscript, but you have a superscript. That the subscript and it index of radical indicator. And then we get into some of those enlarged. Parentheses. And brackets. Also in that unit we talk about vectors and magnitude and what that means that we use the vertical bar for more than just absolute value. We also use it for things such as magnitude. In sometimes those vertical bars are just single on each side in print and sometimes there are 2 of them on each side in print. So we would just follow that same process in Denmark code. Again, because these can be kind of. Harder to read or not as recent that you've had those materials that you might not remember how to say it. So we have included that. The magnitude of you sub one equals 5 or the magnitude of B equals. The square root of x squared plus y squared. And root. Of course, we give examples. So the examples I've shown you here are the fifth root of the fraction. One over 32. We even use that terminology of open fraction and close fraction to help. Everyone understand what is inside that radical and where that radical ends. So similarly, the fourth root of y minus 3 and root. Notice we've said Ed Root after the 3 that says that that radical doesn't end until after the 3. Or the sixth root of open parenthesis. Minus 2 close parenthesis to the sixth power. And root. So it's just very clear going along it how that is said. And my last slide here is on the appendices. Bye-teacher requests, we have included some appendices for the Greek letters and even some science. Appendices for biology, chemistry, periodic table, and physics. And lastly, the metric system. In that, we actually give. Common formulas in each of those content areas. So we give an example of the Hardy-weinberg equation. That has P and Q in it and we even say what P and Q stands for. So this can also be a nice reference. They can be a boss for a student. And Penny will let you take it over.

>>Dr. Rosenblum: Sure, since I'm gonna be changing gears on maybe should I just see, are there any questions about this wonderful resource that we put together for you that does anybody have any quick questions? Or all questions.

>>Donna: Those are amazing resources. This is Donna. Sorry, I forgot to say who I was. Amazing resources. Can't wait to dig into them more and I love how you guys have paid so close to attention to how things are red. Cause I remember as a baby TBI going into that first math class, what, is this language you're speaking? And you like I can reproduce what it looks like visually but how do I then teach what the the Braille is. So I love those details that you guys have really. Ironed out for us.

>>Dr. Rosenblum: Well, I'll not take any credit for that. We have 3 wonderful math ladies that are, I'm just the helper bee. Okay, I assume Donna that there's no questions in the chat or in the QA. Is that correct?

>>Donna: That is correct.

>>Dr. Rosenblum: Alright, well then I'm gonna switch gears for a moment. I'm at the beginning you heard Tina do an announcement about project inspires math league competition. So if you're not familiar yet with Project Inspire, we are actually in our fifth year of a five-year grant. Inspire stands for increasing the stem potential of individuals who read Braille and the goal of this five-year US Department of Education project is to support professionals such as yourself and our youth such as our 6 to twelfth graders that are going to be in our math league competition. In building their skills in both the codes used, NEMS code and UEB, math science. And we want to make sure that our students are going to be successful in STEM cloud. Yeah, STEM classes. So we have several things that we're doing through our project. One is we have 6 week online courses and we are running our last set of courses right now. However, and this is an important caveat. 6 of our 7 courses are posted for you to go to any time. You don't have to be enrolled. And we'll add that seventh course. In about probably about 2 months at the end of April. So these are free self paced on-demand you pick and choose what you want to use out of our courses. When we offer course we do a pre test and a post test. To help us gather, gather data to see if people are building their skills. We also do a follow up survey so we can learn how to improve our courses and what's working. People who do the course with us currently will receive a certificate if they score 80% or higher on the post test. So, but like I said, the courses themselves are up there. They're free. They're for you. We have what we call STEM. Really what we ended up calling that because we like that name when we wrote a grant, cause we like that name when we wrote a grant 5 years ago, but when we came to actually doing our boot camp 5 years ago, but when we came to actually doing our boot camp, we were in the middle of the pandemic, we were in the middle of the pandemic and we were in the middle of the pandemic and we were sending boxes of materials to students. So hence we called it mammoth in a. And we were sending boxes of materials to students. So hence we called it Nemeth in a Box of Materials to Students. So hence we called it Nemeth in a Box. And in our strips, Sem Braille Bowl competition, but that had a nice ring to it, but we decided to call it the Math League competition. So when you write a grant, you put in names and when you get down to it, you sometimes come up with new names that you like back.

>>Donna: Penny, you've been muted.

>>Dr. Rosenblum: That's what happens when you try to push the space bar to advance your slide because you don't remember that Sarah is advancing your slides for you. So just a little bit about these self-paced courses. Again, they're free. You do when you want to do them in your pajamas. You also should share them with broilers, paraprofessionals, you know, others who are supporting your Braille learner. We have our first 6 courses, our enema code, our seventh courses on UEB math science and here's what we're hoping folks very soon it's going to be time for us to write a grant. We're gonna be asking for 5 more years of funding and our plan, assuming we get that funding, which we feel really confident we will, will be to take our other courses and also make those UEB math science. So we'll have. 6 courses for both codes. In a course you have lessons that are focused on the code, but then you also have less lessons that are focused on methods and materials for teaching students. So. You when you go into our courses, typically the first 3 and a 4 of the 7 lessons are code focused and the last 2 to 3 of the lessons. Or 4 lessons. Are. Okay, what do you actually do in the classroom? The student is learning how to work with triangles, doing all kinds of things. They're flipping them over these. You know, red lines and else I see we should see I'm not the math person those people are the math people. I can't think of that word. That isn't coming to mind, but Thank you. Right.

>>Sara: The axes.

>>Dr. Rosenblum: So we're flipping those around on their axes and Sarah is the person who helps me when I get to talk through the videos and she's doing demonstrations, showing you 2 or 3 ways that your student in the classroom can be flipping those triangles over the axes why other kids are doing it with pen and paper your student might be doing it with the Wheatley board, they might be doing it with Other tools that Sarah talks to you about. Alright. Don't let Henny be in charge of something. So he's dangerous because she's not the math girl. All right, our nemathon of box materials are up there for you to use with your students. This is what we created to have fun and engaging activities to help students practice their NAME code symbols and to really challenge them. To work on their math skills alongside those symbols. We found some really great advantages to that students got to meet other students who used Braille too. All of these materials are available to you on our website in print, And hey, here's a real teaser. If you're teaching UEB math science, when you go back to school in the fall, we will have our UEV M in a box posted for you. Our colleagues in Canada, graciously have brailed those for us. Converted those into UEV math and one of our summer projects is to sit by the beach and go through our files and get them ready for uploading to pass to literacy. Alright, so I don't wanna hit the space bar and mute myself again. Our mission inspired was a blast. We met with students 2 different times. And it was like a science fair. So we gave the students some instruction about how to build a rocket. Didn't call them students actually. We called them rocket scientists. And they built a rocket scientist with mission control. AKA these wonderful ladies and to think Dr. Tiffany Wild out of Ohio State University. Then they were given a secret mission where they had to use materials we provided them to build their second rocket, test their hypothesis, and then they came back and presented to Mission Control. We had a blast doing this activity and a shout out to Nathan here at TSBVI who very quickly after the rocket scientists presented to mission control work very closely with me in a one week period to turn around a really fun video that we got to show our rocket scientists and their research assistants aka their families members in our hatch closing ceremony. So we put all the materials that we spent time creating up there for you so you can have your rocket scientists. Build a rocket and learn about collecting and data and presenting it or you can get a group of students together in your district, your county, your state, and do your own mission inspire competition. Alright, I think I'm turning it back to you, Sarah.

>>Sara: Yes, thanks Petty. So another project we have is the, code curriculum. Sometimes teachers literally want a script to walk through. Or they want some mini lessons for a student. Or they just wanna have a student look up a symbol on their own. So all of those are available in the Nemmathbrell code curriculum. So this is really to be used. With students. We have it. The excuse me we have the The curriculum that is scripted for pre-K through second grade because that's usually when the students have the most amount of time. As they get older, they just don't have as much time. The pre-K through second grade, it actually teaches the students both how to read the code and to write it. We have aligned everything to the common core state standards. And throughout the curriculum, we have lots of games and activities. So it's a much more interactive approach. Or teaching the code. In it, we have teacher scripts. All of the Braille ready files so you could just emboss them for your students. Answer keys, data recording sheets for goals. Review activities and even a pre and post assessment. Then as the students get a little older don't have as much time we get into some of the focus lessons We have created focus lessons in 5 areas. The 5 step rule and exceptions, which is used for a single underlying digit. Or a horizontal line above digits. Or of course our Gometry, segments, rays, lines and so forth. We also have fractions and mixed numbers. Multiplication and Division, number lines, and radicals. And all of these of course are in printed simple for a teacher. And the identical files are available in Braille for the student. Lastly, we have the Nymph Sima Library. So have you ever been with a student and all of a sudden you can't remember how to do a symbol? That's where the nymph Simple Library comes into play. So either you or the student could look up a symbol using this library. We even have a tutorial that you can use with the student to teach them. How to navigate on a web page to find those symbols. Because it's all screen reader friendly. Next we have Make sure it's still mine. Yep. Next we have just some links of useful materials that you might like. So that's step by step guide. The Uncle Gooseblocks, the Project Inspire, never that a box, Mission Inspire, and that brocade curriculum. Breaking news, Susan? What is it?

>>Susan: I've done mute. I got all excited. I was, you couldn't even hear me. Okay.

>>Sara: Okay.

>>Susan: Sarah said I had to do this. I, as I mentioned earlier, I am one of the members of the BAN and NEMO technical committee and we have been working for 50 years. It's like no, anyway, 50 years ago was when the 1972 edition of the Nimmith rail code. If you've got that green book, it's dated 1972. Here it is. 50 years later, we finally have the Nemmith rail code for mathematics and science notation, 2,022. It took us this, I mean, even from we'd finished it in 2022 but. Bana is all volunteer, so it takes us a while, but even the publication committee, but it is now published and if you click on that link which is embedded in that title there you will find a PDF. For the new code book that you can access online or if you want to you can print it out and there's also a BRF so you can also emboss it. So it is here. Now what this means. Like sighted, I'm so happy about it and I think everybody else on this in this group is happy too. However, the new resource that we just gave you, if you noticed everything we were referring to were the old, 1972 books, rules and sections and so forth. So I think a long with everything else at the beach this summer a penny. We're gonna need to update and and basically change out all those and have them for the new the new code book because and, basically change out all those and have them for the, the new code book because, the units or the chapters have changed in the 2022 addition but we hope you will find it. It has, I hope you'll find it as exciting as we did putting it together. Many more examples. I'm really hoping that you'll be able to get around it and access it a little more. And, anyway, we're very excited about that, but, but don't, I would just say don't throw your green book away yet. If you're if you're using our new book that we just talked about. That you'll still need that green book to kinda get the reference and then you can go from there and find it. In this new version, this, 2022 version. So very excited about that. And I think we just have.

>>Sara: The other thing I'll add is it's searchable. It is.

>>Susan: Yes, yes, sorry. I thought I, maybe I was trying to say that, but I didn't. Yes, with that peat, it's a searchable PDF. So if you if you come up with something that way if you looked if you had agreed some people had actually made a PDF and there was one on the VAN a website a PDF of the old book but it was not searchable. So it was just really, really hard to find anything in there. So thank you for adding, that Sarah. So hope you enjoy it. Okay, let's go to one last slide and this is simply where to find us. We have, you know, pretty much, I think, everything, but I don't know if I should say everything, but I think about everything is on path to literacy. They have been so, so good to us. We have so much information there. About Project Inspire. Facebook, Penny and Tina both. I think they really keep up with their, our Facebook, project inspired. There's all kinds of things coming out from that. If you want to get on our mailing list, we even have a URL there that you can click on and sign up for the mailing list and we're providing you with all our email addresses. Depending on what you need. Remember, Tina is, I don't know, I'm sure what her title is. She's the boss. She's the big project. She's the head up. She's had it up the project. She's the project leader and so forth. And, and then the rest, but the rest of us, you might just, if you happen to know us and you'd rather email us, we are there. So, just let us hear from you. And if you find any, please, please, if you find anything, an error of any kind, please let us know because since we will be in the near future making changes we want to hear about them now if we if we as long as we're making the changes that we plan to we'd like to hear if we need to make any more changes. And of course, we would love praise too if you like, if you do enjoy, what we've done as well. Okay, anything else, ladies that we need to add? Donna, do you have any questions?

>>Tina: Thank you.

>>Donna: I do not. You guys, I love, love hanging out with. All of you and any of you. It just challenges me. To no extent, to every extent really that was a bad way of phrasing that. It's late in the day. And if you guys have any chance, those of you in attendance to get with these ladies and their studies or their data collection or feedback. Do it. Do it. Do it. Absolutely. I don't see any other questions in the chat or in the QA.

>>Susan: Can he has a question. You have down. Penny, on mute.

>>Donna: Yes, Mr.

>>Dr. Rosenblum: We made 2 announcements at the beginning, but there's actually was supposed to be 3. And that is that on Tina Hertzberg and myself, Michael Tuttle from Florida State. And Adelaide Kelly, from Perkins. We're doing a study where we're gonna hold focus groups for high school students. College students, math teachers and TBIs. And the topic, no surprise, is going to be about math and specifically about digital, access to math.

>>Susan: Okay.

>>Dr. Rosenblum: We're doing great on recruiting TBIs. We're doing pretty good on recreating high school students and we are bombing on God recruiting high school math teachers who have a visually inherited student in their class. And college students, that have taken a math class in the last 3 years. If you know somebody who would be interested in that, if you have a math teacher that you could forward our information to or a high school student or a college student. My emails on that last slide. If you would email me, I will gladly share the information with you. But, we really could use your help on recruiting those math teachers and college students specifically. Thanks.

>>Donna: Alright, we have some great comments. We have Angela says she loves the book and has been using it all year. And is that Sorry, the Shannon Shannon Mills is a beginner nymph learner as a TBI and thinks this Definitely gonna be her Nimeth Bible. And it's awesome and she thanks you and that you're brilliant and I love to hear when you brilliant huh?

>>Susan: Yes, oh that's nice.

>>Donna: Gotta share that one. And Tommy says appreciates all the information and Linda's amazing looking forward to using it. So definitely, definitely some great feedback. I know as a Yeah, young TVI many, many years ago right out of Florida State. I had no clue what I was doing. None whatsoever. And this would have been an amazing.

>>Susan: Well, she's, you're not clueless. You're not clueless anymore, Donna. I presented with Donna and she's been, she is great and she loves her map too. Yeah.

>>Donna: Thank you, Susan. I do love my math, though right now, you know, stats is my, my living breathing time in it.

>>Susan: Oh, right.

>>Donna: I'm not having such a great time with it, but other than that we are we are great so thank you for hosting our, T time today. Mark your calendars everyone. So we in March are talking deaf blindness and tech.