Reviewing Universal Mathematics Instruction

Day One 

Day Two

Day Three

General Documents

Additional Resources

Workshop Evaluation


 Day One 

Day 1 PowerPoint

1.0 Culturally Responsive Multi-Level System of Support Road Map (blank)

1.1 Schoolwide Implementation Review (SIR) Alignment

1.2 Exploring Our Data

1.3 Collaboration and Screening Outline

1.4 Analysis Poster

1.5 Show to Tell Activity

1.6 HS Math Pivotal Understandings

1.7 Design Principles Focus

1.8 Standards Outline

1.9 Hurdles Race

1.9a Standards for Mathematical Practices Look fors 



Day Two

Day 2 PowerPoint

2.0 Principles 1-6 Outline

2.1 Principles for Mathematics

2.2 Access and Equity

2.3 Depth of Knowledge

2.4 DOK Algebra Comparison

2.5 Factors that Impact Rigor

2.6 Parallelogram Assessment

2.7 Homework: Who's a mathematician?

Day Three

Day 3 PowerPoint

3.1 Developing Mathematical Thinking with Effective Questions

3.2 Discourse

3.3 Sample Mathographies

3.4 Launch – Explore - Summarize - Reflect - Apply (LESRA)

General Documents

Wisconsin RtI Glossary

Model to Inform Culturally Responsive Practices

Wisconsin DPI College and Career Readiness definition 

Wisconsin RtI Center RtI Implementation Self-Assessment Tools: Schoolwide Implementation Review (SIR) and All-Staff RtI Implementation Survey


Participant Evaluation Link:


Additional Resources

General Universal Math Resources


  • Dufour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree Press.
  • Dufour, R., Dufour, R., Eaker, R., &  Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press.
  • Inside Mathematics. (2007) Tracking and assessing cultural shifts
  • Kanold, T., ed. (2012) Common core mathematics in a PLC at work. (Series). Bloomington, IN: Solution Tree Press.

Content Standards: Focus, Coherence & Rigor

  • Achieve the Core Common Core Knowledge and Practice Survey
  • Ginsburg, A., Leinwand, S., Anstrom, T. & Pollock, E. (2005). What the United States can learn from Singapore’s world-class mathematics system: An exploratory study. American Institute for Research.

Cognitive Rigor

Culture and Identity

  • Aguirre, J. et al. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics.
  • Bain, K. (2004). What the Best College Teachers Do, Harvard University Press, 40-41.
  • Barta, J, et al (2014). Math is a verb: Activities and lessons from cultures around the world. Reston, VA: NCTM.
  • Boaler, J. et al (2000). Students’ experiences of ability grouping. British Educational Research Journal, 26(5), 631-648.
  • Diversity Kit: An Introductory Resource for Social Change in Education, Part II: Culture. (2002). Education Alliance at Brown University.
  • Ferlazzo, L. (2015). Building a community of self-motivated learners: Strategies to help students thrive in school and beyond. Routledge.
  • Geist, E.  (2000). Lessons from the TIMSS Videotape Study. Teaching Children Mathematics Stein, M., et al (2011). Algebra: A challenge at the crossroads of policy and practice. Review of Educational Research, 81, 453-492.
  • Schoenfeld, A. H. et al. (2014).  An introduction to the TRU Math Dimensions. Berkeley, CA & E. Lansing, MI: Graduate School of Education, UC- Berkeley & College of Education, Michigan State University.
  • Steinhart NYU Identifying the Root Causes of Disproportionality
  • Toste, J. Reconceptualizing teacher-student relationships to foster school success: Working alliance within classroom contexts
  • Wenger, E. (2000). Communities of Practice: Learning, Meaning and Identity. Cambridge University Press: Cambridge, England.

Culturally Responsive Practices

Data Exploration

Discourse and Talk Moves

  • Chapin, S., O’Connor C., & Canavan Anderson, N. (2009). Classroom discussions:  Using math talk to help students learn. Sausalito, CA: Math Solutions.
  • Kazemi & Hintz (2013). Intentional Talk: How to Structure and Lead Productive Mathematical Discussions.
  • Smith, M. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: NCTM.
  • Webb, David. (2004). Enriching assessment opportunities through classroom discourse.  In Romberg, T., ed. Standards-based mathematics assessment in middle school.  New York: Teachers College Press.

Family Engagement

Formative Assessment

  • Donovan, M.S. & Bransford, J.D., ed. (2005). How students learn: Mathematics in the classroom. Washington, D.C.: National Academies Press.
  • Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
  • Keeley, P. & Tobey, C. (2011). Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin Press.
  • Math Reasoning Inventory
  • Tobey, C. & Arline, C. (2013). Uncovering student thinking about mathematics in the common core: Formative assessment probes (book series). Thousand Oaks, CA: Corwin Press.
  • Wiggins, G. (September, 2012). Seven keys to effective feedback. Educational Leadership, 70(1).

Mindset and Stereotype Threat

  • Deak, J. (2010). Your fantastic elastic brain. Belvedere, CA: Little Pickle Press.
  • Delpit, L. (2012). Multiplication is for white people: Raising expectations for other people’s children. New York: The New Press.
  • Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
  • Hopkins, G. (2005). How can teachers develop students’ motivation - - and success? An interview with Carol Dweck, PhD., Education World
  • Kay, K. & Shipman, C. (2014, May). The confidence gap. The Atlantic
  • Learning and the Adolescent Brain Classroom Tools: Thinking About Thinking: Problem-Solving Tool & Self-Reflection Tool
  • Mindset Works and Brainology
  • NCTM. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.
  • PERTS Growth Mindset
  • Reducing Stereotype Threat
  • Ricci, M. (2013). Mindsets in the classroom: Building a culture of student success and achievement. Waco, TX:  Prufrock Press.
  • Stanford University MOOC: How to learn math
  • Steele, C. (2010). Whistling Vivaldi: How stereotypes affect us. New York: W.W. Norton and Company.
  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69. 797-811.
  • YouCubed

Responsive Environment

Screening Practices

Standards of Mathematical Practice

Strategic Assessment

Trainer contact information:

Sara Summ, Technical Assistance Coordinator

Heidi Erstad, Technical Assistance Coordinator