 Home »
 Reviewing Universal Mathematics Instruction
Reviewing Universal Mathematics Instruction
Day One
Day Two
Day Three
General Documents
Additional Resources
Workshop Evaluation
Day One
1.1 Equitable MLSS Roadmap (Blank) 1.2 Universal Math SIR Alignment 1.4 Collaboration and Screening Outline 

Day Two
HOMEWORK: Math Learning Autobiography 
Day Three
General Documents
Wisconsin's Framework for Equitable MultiLevel Systems of Support
Model to Inform Culturally Responsive Practices
Wisconsin DPI College and Career Readiness definition
Wisconsin RtI Center RtI Implementation SelfAssessment Tools: Schoolwide Implementation Review (SIR) and AllStaff RtI Implementation Survey
Participant Evaluation Link: math1718.questionpro.com
Additional Resources
General Universal Math Resources
 Achieve the Core
 Briars, D., Fennell, F., & Kanold, T. (2012). What principals need to know about teaching and learning mathematics. Bloomington, IN: Solution Tree Press.
 Milwaukee Mathematics Partnership: Common Core Leadership in Mathematics Project.
 Donovan, S. & Bransford, J. D. (2005). How students learn: Mathematics in the classroom. Washington, D.C.: The National Academies Press
 Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
 Illustrative Mathematics
 Inside Mathematics
 Institute of Education Sciences What Works Clearinghouse: What Works in Mathematics
 National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM.
 National Council of Supervisors of Mathematics (NCSM)
 National Council of Teachers of Mathematics (NCTM)
 Parks, M. & Vasquez, L. (2012). CESA 10 Core Program Review.
 Stein, MK., Smith, M., Henningsen, M., & Silver, E. (2009). Implementing standardsbased mathematics. New York: Teachers College Press.
 Wisconsin DPI Mathematics in Wisconsin: Standards, Instruction, Assessment.
 Wisconsin Mathematics Council
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 worldclass mathematics system: An exploratory study. American Institute for Research.
Cognitive Rigor
 Henningsen, M. & Stein, M.K. (November, 1997).Mathematical tasks and student cognition: Classroombased factors that support and inhibit highlevel mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5). 524549.
 Hess, K. (2009). Hess’ cognitive rigor matrix & curricular examples: Math & Science.
 Stein, M.K., et al. (2000). Implementing standardsbased mathematics instruction: A casebook for professional development. New York: Teachers College Press.
 Wisconsin Center of Education Research Web Alignment Tool.
Culture and Identity
 Allen, K. & Schnell, K. (2016). Developing Mathematics Identity. Mathematics Teaching In The Middle School, 21(7), pp. 398405.
 Aguirre, J. et al. (2013). The impact of identity in K8 mathematics: Rethinking equitybased practices. Reston, VA: National Council of Teachers of Mathematics.
 Bain, K. (2004). What the Best College Teachers Do, Harvard University Press, 4041.
 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), 631648.
 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 selfmotivated 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, 453492.
 Great Lakes Equity Center Podcast: Within The Intersection: What Does It Mean to Be Black and A Young Woman in Mathematics Classrooms?
 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 teacherstudent 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
 Brown University: The Education Alliance
 Equity Alliance at Arizona State University
 Great Lakes Equity Center
 Hollie, S.& Muhammed, A., (2012). Will to lead, skill to teach: Transforming schools at every level. Bloomington, IN: Solution Tree Press.
 Malloy, C. (2008). Mathematics for every student: Responding to diversity (book series). Reston, VA: NCTM.
 Montgomery County Schools Equitable Classroom Practices
Data Exploration
 National Assessment of Educational Progress (NAEP)
 Trends in International Mathematics and Science Study (TIMSS)
 TIMSS Released Items
 Wisconsin RtI Center Risk Ratio elearning
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. Standardsbased mathematics assessment in middle school. New York: Teachers College Press.
Family Engagement
 Achieve the Core: Introducing the common core to parents and community members (toolkit)
 Building a math village: Developing school, home, and community partnerships. (October 2014 issue. Teaching Children Mathematics.
 Council of the Great City Schools: Parent CCSSM roadmaps
 Johns Hopkins University Center on School, Family, and Community Partnerships
 ParentTeacher Association (PTA): Parents’ Guides to Student Success (CCSSM)
 Flamboyan Foundation Classwide Family Engagement Rubric
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: ProblemSolving Tool & SelfReflection 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 AfricanAmericans. Journal of Personality and Social Psychology, 69. 797811.
 Teaching Tolerance Countering Stereotype Threat
 YouCubed
Responsive Environment
 Annenberg Learner. (n.d.) The missing link teacher planning tools: Planning a math unit: LaunchExploreSummarize Teaching Model
 Wisconsin DPI. (2013). Mathematics Instructional Framework: LaunchExploreSummarizeReflectApply (LESRA) Model.
 McCoy, A. et al. (2013). Highyield routines for grades K8. Reston, VA: NCTM.
 Smith, M., Bill, V., & Hughes, E. (October, 2008). Thinking through a lesson: Successfully Implementing highlevel tasks. Mathematics Teaching in the Middle School, 14(3), 132138.
 Wisconsin Mathematics Council (2008). Instructional Time for Mathematics Position Statement
Screening Practices
 IES Practice Guide: Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
 Wisconsin RtI Center Screening and Progress Monitoring resources
Standards of Mathematical Practice
 Achieve the Core: Instructional Practice Guide
 Annenberg Learner Express mathematics videos
 Dan Meyer TED Talk: Classroom Makeover
 Education Development Center Implementing the Mathematical Practice Standards and ThinkMath!
 Inside Mathematics classroom videos
 Institute for Advanced Study/Park City Mathematics. (2013). Institute Implementing standards for mathematical practice.
 Jordan School District Mathematical Practice Posters
 O’Connell, S. & SanGiovanni, J. (2013). Putting the practices into action: Implementing the common core standards for mathematical practice, K8. Portsmouth, NH: Heinemann.
 Standards for Mathematical Practices Progression through Grade Levels
 Standards of Student Practice In Mathematics, Proficiency Matrix
 The Teaching Channel
Strategic Assessment
 Achieve the Core Annotated MiniAssessments
 Mathematics Assessment Project
 Wisconsin DPI Strategic Assessment Systems
Trainer contact information:
Sara Summ, Technical Assistance Coordinator
Heidi Erstad, Technical Assistance Coordinator