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Use appropriate tools strategically.

Mathematically proficient students consider the available tools when

solving a mathematical problem.

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Use many attention-getting highlighters, circling words, concepts to promote on-task skills in problem-solving.

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Mathematical word problems using numbers, questions in word structure, picture objects, charts are utilize for student knowledge in terms of solving problems and hands-on situations

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Mathematical word problems using numbers, questions in word structure, picture objects, charts are utilize for student knowledge in terms of solving problems and hands-on situations

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1 Make sense of problems and persevere in solving them.

The conceptual part doesn't come until much later than the mechanical thinking. Learning how put variables in the correct place in the equation - the understanding of why or how didn't come until later mathematical maturity is established. The groundwork in recognizing the variables and the process of developing an equation is the basis.

The aspect of "making sense" - even word problems - seem to come much later. Concepts and mechanics should be taught together, but the "bigger picture" comes later after more experience.

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Preparing students to be able to provide detailed explanation, on usage of mathematics vocabulary, mathematical functions, and demonstrate confidence in reasoning skills. These skillsets can be applied broadly to other disciplines, such as agricultural science and social studies.

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A Unit poster with visuals. I also try to make up a rap and dance

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A Unit poster with visuals. I also try to make up a rap and dance

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Group #8 - Students are able to provide reasons to their answers and it progressively gets to where they are more detailed and you can compare your answers to someone else's response. 

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Group #8 - Students are able to provide reasons to their answers and it progressively gets to where they are more detailed and you can compare your answers to someone else's response. 

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Student-Friendly SMPs

Resources

Inside Mathematics (K-12) has correlated the mathematical practice standards to excerpts of mathematics lessons with multiple examples of successful strategies to launch and sustain these practices.

Grouping the SMPs:

Learn more about the SMPs

Another way of grouping the SMPs:

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Inside Mathematics (K-12) has correlated the mathematical practice standards to excerpts of mathematics lessons with multiple examples of successful strategies to launch and sustain these practices.

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Please use the guide below to see which math task you will be working on:

Rooms 1-6, K-2

Rooms 7-13, 3-5

Rooms 14-17, 6-8

Rooms 18-29, High School

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Please use the guide below to see which SMP your group will be reviewing:

Rooms 1-4, SMP 1

Rooms 5-8, SMP 2

Rooms 9-12, SMP 3

Rooms 13-16, SMP 4

Rooms 17-20, SMP 5

Rooms 21-24 SMP 6

Rooms 25-28, SMP 7

Rooms 29-32, SMP 8

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Bureau of Indian Education Standards

For BIE students, the implementation of college and career-ready standards in multiple content areas sets a foundation for even greater student success and growth. These standards establish grade-by-grade learning expectations for students in grades K-12. Standards are not a curriculum; they are learning objectives for students and curriculum are tools/resources used to teach those objectives.

The BIE College and Career Ready Standards establish clear, consistent, and high learning goals and are more focused on preparing students for success in college and career. The continuity of standards presents an extraordinary opportunity for academic development.

College and career-ready standards are designed to be relevant to the real world, allow students to master more critical thinking and unique problem-solving skills, and reflect the knowledge, skills, and social foundations that our students need for success in both college and work.

Read our Standards
BIE College and Career Ready Standards in Math, K-12 BIE College and Career Ready Standards in English Language Arts, K-12 Next Generation Science Standards/BIE College and Career Ready Standards, K-12 English Language Proficiency Development Standards, K-12

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For BIE students, the implementation of college and career-ready standards in multiple content areas sets a foundation for even greater student success and growth. These standards establish grade-by-grade learning expectations for students in grades K-12. Standards are not a curriculum; they are learning objectives for students and curriculum are tools/resources used to teach those objectives.

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http://forms.gle/wTvz4axYgFAE4XUH7

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I am a new employee and was not present at the last meeting.

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hi

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Teachers are focused on the directions that they are heading in terms of their plans for academic instruction and planning.

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Teachers are focused on the directions that they are heading in terms of their plans for academic instruction and planning.

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Use appropriate tools strategically.
Our discussion was on the availability of tools when solving mathematical problems. Many tools are needed to master the understanding of concepts. Tools most used; paper, tools, ruler, protector, graph paper, app online, etc.

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Modeling counting objects, coins and money counting through practice and repetition helps the students remember as they solve certain problems.

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Modeling counting objects, coins and money counting through practice and repetition helps the students remember as they solve certain problems.

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Critical Thinking; they analyze givens, constraints, relationships, and goals. Students are understanding how to approach and solve problems by using different methods.

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Mathematically proficient students try to:

communicate precisely to others.

use clear definitions in discussion

state the meaning of the symbols and use them consistently and appropriately.

are careful about specifying units of measure

labeling axes to clarify the correspondence

They calculate accurately and efficiently

express numerical answers with a degree of precision

In the elementary grades, students:

give carefully formulated explanations to each other.

learn to examine claims

make explicit use of definitions.

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When numbers are taught in isolation. They have no meaning.

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When numbers are taught in isolation. They have no meaning.

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 this is the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary thru upper grades

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 this is the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary thru upper grades

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Group #8 The progression from solving a problem to discussing it becomes more complex.

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Group #8 The progression from solving a problem to discussing it becomes more complex.

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1) READ: Standards - Mathematical Practice, #1-8

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1) READ: Standards - Mathematical Practice, #1-8

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I dont teach math

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I am a new employee and was not present during the last meeting

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#2 Trying to balance the combination of procedure and understanding via different learning environments (Virtual, Hybrid, in person) has impact of practice, and content? 

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#2 Trying to balance the combination of procedure and understanding via different learning environments (Virtual, Hybrid, in person) has impact of practice, and content? 

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Use clear understanding with own reasoning.
Use symbols appropriately and consistently.
Use specific units of measurements (grams, Newtons) with its quantity.
Formulate explanation: Poster display
Examine claims: Reference to mass of Actual satellites (kg) and its distances (km).

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Fact Family came to mind...picture above.  Making connections, seeing patterns, and repetition.

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Fact Family came to mind...picture above.  Making connections, seeing patterns, and repetition.

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Looking for and express regularity in repeated reasoning allows learners to discover shortcuts and develop algebraic coding via rules and patterns

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Looking for and express regularity in repeated reasoning allows learners to discover shortcuts and develop algebraic coding via rules and patterns

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#8. What has changed and be able to defend it and compare it to another person's mathematical ideas.

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#8. What has changed and be able to defend it and compare it to another person's mathematical ideas.

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2) READ: Ohio Example -  Find your corresponding practice number (#1-8), then read your specific grade level(s) version 

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2) READ: Ohio Example -  Find your corresponding practice number (#1-8), then read your specific grade level(s) version 

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Ohio Example (Practices #1-8))

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Equation manipulation, Scientific Notation and Unit Conversions

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Equation manipulation, Scientific Notation and Unit Conversions

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increase educator effectiveness: theories, research, models of human learning

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I did not do it.

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#8. Level of expectations and complexity is evident in problem solving.

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#8. Level of expectations and complexity is evident in problem solving.

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Finding the surface area of a 3-D shape.

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Being able to discuss or write about their problem solving solutions

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Being able to discuss or write about their problem solving solutions

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Learning progressions

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#3 When a student completes a math formula, they will either going to draw it, use objects, etc. However they understand it, they would then teach another student, and what they have learned reinforces their learning.

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Culturally Responsive Instruction for Native American Students

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Culturally Responsive Instruction for Native American Students

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Welcome to this professional learning series on culturally responsive instruction for Native American students. This series provides a framework for instruction that emphasizes experiential, active, and student-centered learning. It supports all teachers in creating culturally responsive instruction for their Native students. If you are already familiar with your students' cultures and communities, you should be ready to dive into implementing this framework. If you are not yet familiar, this series will guide you on your journey to become more knowledgeable. We do not provide lessons or curricula on particular cultures, histories, or languages. Instead we provide the pedagogical principles to support you in creating (or adjusting) lessons and curricula informed by and integrating your students' cultures. Implementing this process will pave the way for your students' to achieve success, both in and out of the classroom.

If your role is to support teachers and advocate for Native students, this series is right for you as well. It can help you know what to look for in classroom observations, guide your feedback to teachers and schools, and inform your recommendations to improve programs for Native students.

The series was developed by education researchers Barbara Jones and Joan Herman through a review of the literature on culturally responsive instruction for Native American students, and through regular consultation, feedback, and contributions from David Sullivan, member of the Kiowa Nation and Special Programs Director at Anadarko Public Schools in Oklahoma. Feedback was also provided by Georgina Owen, Title XI State Coordinator at the Colorado Department of Education, who also helped organize the pilot study for these training materials with Title XI Coordinators in Colorado. This project was created through a collaboration between CRESST and WestEd, with funding provided by a grant from the U.S. Department of Education.

This series addresses the following questions.

What is culturally responsive instruction?

Why is it important for Native American students?

How does culturally responsive instruction connect to traditional Native American educational approaches?

What are specific guidelines for providing culturally responsive instruction for Native students?

What does culturally responsive practice look like in different subject areas?

What are the steps to take to develop a culturally responsive practice?

Working Together!

We recommend that if possible, you work through this professional learning series together with peers in a professional learning community (PLC). This PLC can be in-person at your school site, or a video/phone conference-based community, e.g., across rural schools in a district.

Our vision for using these materials involves:

Individuals, on their own time, completing one section of the professional learning series at a time. This includes watching the course video and any additional material, such as completing any handout or inventory activities that go along with the section. To support productive meetings, we've included a document on establishing meeting norms below.

After completing the section activities, individuals come together and meet with their PLC and discuss:

What they've learned through the videos and application activities

Questions that have come up

Experiences/reflections related to culturally responsive instruction in their classrooms

Goal setting for each participant

Linked below is a sample meeting agenda for these meetings.

Additionally, teachers may come together for Video Study Groups (VSG). These are more targeted meetings to provide peer feedback to one another based on video recordings teachers take of their classrooms. To support this effort, we've included a sample initial meeting agenda and an agenda for follow up VSG meetings.

Meeting Norms | PLC Meeting Agenda | VSG Meeting Agenda 1 | VSG Meeting Agenda 2

Let's get started!

The series of videos and tasks are presented in sequential lessons and build on each other. Follow the steps to complete each lesson before moving on to the next video.

1. The What and Why of Culturally Responsive Instruction

This section introduces culturally responsive instruction and explains why it's critical for the academic success of Native American students.

Steps to complete section:

1. Watch the course video

2. Click on the link below to answer the Exit Questions for this section. Note: you will be prompted to make a copy of the Google doc before using it. Keep track of where you save it for later reference. If you don't yet have a Google account. Click here to get started.

3. Complete the Reflection handout

Exit Questions I Reflection handout

2. Understanding Culture and Native American Diversity

This section provides a framework for considering culture in classroom settings and explores the range of diversity among Native students.

Steps to complete section:

1. Watch the course video

2. Answer the video Exit Questions

3. Read the article on the historical and cultural underpinnings of education in Native American communities

4. Complete the Student Inventory - either for teachers or for those who support teachers

Exit Questions | Historical & Cultural Underpinnings of Native Americans and Education | Student Inventory for Teachers | Student Inventory for those who Support Teachers

3. Foundations for Culturally Responsive Practice

This section elaborates on the foundations for our instructional guidance in this series, including traditional Native American values, epistemologies, and educational strategies, and general principles of culturally responsive instructional practice.

Steps to complete this section:

1. Watch the course video

2. Answer the Exit Questions.

3. Complete the Culturally Responsive Practice Inventory - either for teachers or for those who support teachers

Exit Questions | Culturally Responsive Practice Inventory for Teachers | Culturally Responsive Practice Inventory for those who Support Teachers

4. Where to Start: Initial Guidelines for Instruction

This section provides initial guidelines for providing culturally responsive instruction for Native students. It covers the areas of: instructional strategies, instructional activities, norms of social interaction, and teacher attitudes. It links these guidelines to specific, traditional Native American teaching and learning methods.

Steps to complete section:

1. Watch the course video

2. Answer the Exit Questions.

3. Complete the Initial Guidelines handout - either for teachers or for those who support teachers.

Exit Questions | Initial Guidelines: Handout for Teachers | Initial Guidelines: Handout for those who Support Teachers

5. Going Further: More Guidelines

This section provides more guidelines for providing culturally responsive instruction for Native students. It covers the areas of: instructional materials, curriculum, and parent and community involvement. It links these guidelines to specific Native American values and epistemologies.

Steps to complete section:

1. Watch the course video

2. Answer the Exit Questions.

3. Complete the More Guidelines handout - either for teachers or those who support teachers.

Exit Questions | More Guidelines: Handout for Teachers | More Guidelines: Handout for those who Support Teachers

6a. Pedagogical Implications for Math, Science, and Social Studies

6b. Pedagogical Implications for ELA, Native Language & Problem/Place-based Scenarios

This section illustrates what culturally responsive instruction for Native students looks like in English Language Arts and in Native languages. It also provides an in-depth example of culturally responsive principles in action in the problem/place-based scenario. This scenario is a student activity spanning many lessons. It is multi-disciplinary and engages the local community.

Steps to complete section:

1. Watch the course video

2. Answer the Exit Questions.

3. Read the Kiowa story, San-Ko and Tahlee Tdahn by David Sullivan, to begin thinking about incorporating traditional stories into lessons.

4. Complete the Kiowa story handout to reflect on the story's message and how stories like these can be integrated into instruction.

5. Review the Problem/Place-based Scenario Steps.

6. Complete the Try It Out handout for teachers or the Observation Tool for those who support teachers. Note: you will use the Strategies by Subject Area handout to support your planning processes.

Exit Questions I Kiowa Story I Kiowa Story Handout I Problem/Place-based Scenario Steps I Try It Out I Observation Tool for those who Support Teachers

7. Developing a Culturally Responsive Practice

This section illustrates the six key steps teachers need to take to become culturally literate and competent for the purpose of providing culturally responsive instruction to Native American students. ​These steps include: 1) self-assessment, 2) inventory of cultural knowledge, 3) investigation of students' culture, community, and language, 4) design and enact instruction based on this evidence, 5) reflect and repeat, and 6) moving forward.

Steps to complete section:

1. Watch the course video

2. Answer the Exit Questions.

3. Complete the step-by-step handouts that will guide you on your path towards achieving culturally literacy and competency.

Literature on Culturally Responsive Instruction for Native American Students

Review this list of references and tools that informed development of this Spotlight.

Additional Resources
Formative Assessment for Improving Native American Student Learning and Language Development: A Series of Professional Learning Modules
This series addresses formative assessment implementation with Native students across content areas with a focus on language development, including academic English and Native language. Students' levels of prior content knowledge and language development vary greatly from one to another. It is important that instructors know where each student is on their learning pathway, and then target instructional experiences that are matched to their levels. With formative assessment, teachers have the tools to do this work. It is only in connecting with students where they are on the pathway, that they are able to progress towards meeting their Learning Goals.
Formative Assessment in Action
The Formative Assessment in Action Spotlight aims to provide educators with resources that support learning about the formative assessment process. The spotlight includes classroom videos that showcase formative assessment in action, and opportunities to deepen learning about formative assessment with video viewing protocols. Educators can use the opportunities to analyze others' practice with an eye towards incorporating new learning into current instructional routines. Note: you'll see some of the same classroom videos that are in this professional development program, plus many more!
High-Leverage Principles of Effective Instruction for English Learners
New college and career ready standards (CCRS) have established more rigorous expectations of learning for all learners, including EL students, than what was expected in previous standards. A common feature in these new content-area standards is their emphasis on students' use of language to articulate and convey understanding of the content. The heightened role that language plays in CCRS presents new challenges for EL students and their teachers by calling for improved instructional strategies that simultaneously address language and content-area learning.

The purpose of this resource is to provide teachers of EL students with effective, high-leverage learning and teaching principles that can be incorporated into daily instructional plans and routines.

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Culturally Responsive Instruction for Native American Students

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Welcome to this professional learning series on culturally responsive instruction for Native American students. This series provides a framework for instruction that emphasizes experiential, active, and student-centered learning. It supports all teachers in creating culturally responsive instruction for their Native students.

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shapes

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I don't remember.

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Number 1-20

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prioritize needs and skills

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Sentence starters to promote classroom conversations

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Sentence starters to promote classroom conversations

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2nd grade/ concrete objects, sentence frames and target vocablulary

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2nd grade/ concrete objects, sentence frames and target vocablulary

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I work in SPED K-6th so the standards are really dependent on their grade and IEP. I am a new employee and was not present at the last meeting

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Instructional shift
1. focus
2 coherence
3rigor

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I do not teach math.

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To keep a time frame in mind.

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Unfortunately, there were only two in our breakout room - an English teacher and a social studies teacher. I couldn't get a response from my partner, so I was unable to complete this exercise. My very limited geometry experience is 35 years old...

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Seeing the progress of student work with symmetry

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Seeing the progress of student work with symmetry

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Four HMH Assessments: Math, Geometry, Algebra I, Algebra II

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2nd grade - manipulatives

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Using Place Value to Regroup

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Rigor

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I am a new employee and was not here during the last meeting. I haven't had much opportunity to work with my kids with math yet

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Learning Progression from 9th-12th grade.

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Learning Progression from 9th-12th grade.

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problem solving with addition and subtraction

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problem solving with addition and subtraction

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Rigor

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Creating assessments to the lessons have become easier

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Creating assessments to the lessons have become easier

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really do not prep this area, license teacher does

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really do not prep this area, license teacher does

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supporting the DOK 2 and 3 levels of instruction

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Kindergarten students writing simple equations.

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Redundant process, but does allow for organizing a clear path going forward

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Redundant process, but does allow for organizing a clear path going forward

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#1- Students can mentally solve problems using fractions for square 1 & 2. On Square 2, they have to do more to solve the problem.
#5: Tools they can use are rulers, scissors and paper to find the ratio.

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we are preparing for finals and taking standardized testing, all instruction is complete for me this year

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Reteaching, step by step process.

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Not a math teacher but I do see them get together to work on their mapping and more.

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There were no Math Teachers in our Breakout room. High School. Best we could do 1/4, 1/3, 1/2. We guessed that the middle square geometric shape was 1/3 only because it was between 1/4 and 1/2.

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There were no Math Teachers in our Breakout room. High School. Best we could do 1/4, 1/3, 1/2. We guessed that the middle square geometric shape was 1/3 only because it was between 1/4 and 1/2.

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student is able to recognize numerator and denominator

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student is able to recognize numerator and denominator

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It was great to see staff working together, one grade up and one grade below, to support one another to address the standards in our school.

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Teaching K 2-D and 3-D

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students saw importance of conversion chains

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no matter what you plan, it must change due to outside requirements, etc.

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Standards to bridge the gap between courses.

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Standards to bridge the gap between courses.