Reviewing Universal Mathematics Instruction

Day One 

Day Two

Day Three

General Documents

Additional Resources

Workshop Evaluation

 

 Day One 

Day 1 PowerPoint

1.0 Key System Features

1.1 Equitable MLSS Roadmap (Blank)

1.2 Universal Math SIR Alignment

1.3 Exploring Our Data

1.4 Collaboration and Screening Outline

1.5 Analysis Poster

1.6 Show to Tell Activity

1.7 Design Principles Focus

1.8 HS Math Pivotal Understandings

1.9 Progress to Algebra 

1.10 Standards Outline

1.11 Hurdles Race

1.12 Implementing Standards for Mathematical Practices

 

Day Two 

Day 2 PowerPoint

2.0 Principles 1-6 Outline

2.1 WI Principles for Math

2.2 Access and Equity

2.3 DOK Algebra Comparison

2.4 Factors that Impact Rigor

2.5 Parallelogram Assessment

2.6 Discourse

HOMEWORKMath Learning Autobiography

 

Day Three

Day 3 PowerPoint

3.1 LESRA

3.2 Priorities and Implementation Goal

3.3 Detailed Action Plan Template

General Documents

Wisconsin's Framework for Equitable Multi-Level Systems of Support

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: math1718.questionpro.com

 

Additional Resources

General Universal Math Resources

Collaboration

  • 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

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).

Implementation Science

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 Kit
  • 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.
  • Teaching Tolerance Countering Stereotype Threat
  • YouCubed

Responsive Environment

Screening Practices

Standards of Mathematical Practice

Strategic Assessment

Trainer contact information:

Sara Summ, Technical Assistance Coordinator

Heidi Erstad, Technical Assistance Coordinator