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I really like the direct links and the facilitator notes.

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Consider writing participant statements as actions as you did for facilitators.

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Great work here- I do wonder if there is too much and might lead to some feeling overwhelmed and just skipping it.  But on the other hand, the info provided is so valuable and I'm not sure what could be cut

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I like that you put the one part also in Spanish.

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Another TODOS resource aligned with this recommendation:
Black, Indigenous, and Latinx Parents as Parnters in Mathematics Education
https://www.todos-math.org/assets/documents/PositionPapers/Final%20Parental%20Involvement%20Commentary%20Paper.pdf

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Very strong resources to support!    Consider using the term such as 'other pathways' rather than the term alternative. Consider adding Data Science as another example of a pathway and a resource.

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Very strong resources to support!    Consider using the term such as 'other pathways' rather than the term alternative. Consider adding Data Science as another example of a pathway and a resource.

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What is the facilitator doing and the participants doing?  How do you expect people to use these resources to meet these recommendations.

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What is the facilitator doing and the participants doing?  How do you expect people to use these resources to meet these recommendations.

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Really like the Eye on equity section. It highlights both the need to pay attention to equity and provides great ideas of how.

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I notice that many of the resources have noted as multiple versions for each audience. I wonder if the R1 team could say a little bit more about that to strengthen the usability.

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using what recommended tools to aggregate/disaggregate ?
examples: Street Data by Shane Safir and Jamila Dugan https://us.corwin.com/en-us/nam/street-data/book271852#free-resources

Great Lakes Equity Equity Center Tools: https://greatlakesequity.org/resources/equity-tools

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Difference between Support and Remediation

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Difference between Support and Remediation

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It might be beneficial to add the distinction between the two.

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De-tracking-Consider position papers such as NCSM, ASSM, etc.  Also NCTM has several related to areas addressed in this recommendation.  Here is one example

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De-tracking-Consider position papers such as NCSM, ASSM, etc.  Also NCTM has several related to areas addressed in this recommendation.  Here is one example

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Association of State Supervisors of Mathematics

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I really like how y'all put the resources together. I think the facilitation can be more specific than just reading the resources. Are there also different medias. I noticed every resources was a website or report. Are there videos, podcasts, or other ways to learn more.

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Would NCTM's Catalyzing Change be an appropriate Secondary Resource for those digging in to this recommendation fully?  Leading to the deep discussions that are needed for this work that is inspired by the primary resources.

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Would NCTM's Catalyzing Change be an appropriate Secondary Resource for those digging in to this recommendation fully?  Leading to the deep discussions that are needed for this work that is inspired by the primary resources.

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Link to check out for this recommendation:

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Link to check out for this recommendation:

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https://amatyc.org/page/GuidelinesPositions

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Resource that may be useful: https://www.nctm.org/mathematics2021/ 

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Resource that may be useful: https://www.nctm.org/mathematics2021/ 

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I love the "eye on equity" recommendations that appear in each section.  One question I had as I read through the recommendations for families/communities is how might a school use the recommendations  in a way that would be practical for parents.

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I love the "eye on equity" recommendations that appear in each section.  One question I had as I read through the recommendations for families/communities is how might a school use the recommendations  in a way that would be practical for parents.

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Why do you call out statistics separately? It is part of mathematics, just as geometry, probability, and calculus are, but those are not called out specifically.

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We need to fill in what facilitators and participants will specifically DO with the resources and information we have shared.

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I think it would be helpful for schools/districts to see examples of a before/after policy or structure shown concretely.

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Where are Tables 5 and 6?

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Give author name or ISBN for the book. Provide publisher link?

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One of our questions is, are facilitator notes the right grain size? Could this be broadened? The ways in which you'd use a resource depends quite a bit on the duration of time you have with a group, regularity of sessions, what the beliefs and values of the group might be... I wonder if the facilitator guidance could be recast to address some of these issues.

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Consider this position paper as a secondary resource. Originally focused for institutions, but may work for parents, too.

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Consider this position paper as a secondary resource. Originally focused for institutions, but may work for parents, too.

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Consider this position paper as a resource.

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Consider this position paper as a resource.

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May consider Access & Equity series--NCTM may could offer a chapter for open access that might fit. Access and Equity: Promoting High-Quality Mathematics in Grades 6-8 and there is one for Pk-2 and 9-12. https://www.nctm.org/Store/Products/Access-and-Equity--Promoting-High-Quality-Mathematics-in-Grades-6-8-(Download)/ 

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May consider Access & Equity series--NCTM may could offer a chapter for open access that might fit. Access and Equity: Promoting High-Quality Mathematics in Grades 6-8 and there is one for Pk-2 and 9-12. https://www.nctm.org/Store/Products/Access-and-Equity--Promoting-High-Quality-Mathematics-in-Grades-6-8-(Download)/ 

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Access and Equity: Promoting High-Quality Mathematics in Grades 6-8 (Download) - National Council of Teachers of Mathematics

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This book examines issues related to access, equity, and empowerment in middle school mathematics classrooms, focusing on diversity as a resource and addressing three critical and intertwined factors: teaching practices that build on students’ strengths of students; rigorous content that draws on st…

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I love the hyperlinks - it makes it easy to read. I wonder if there is a place to also describe the resource or even (cite the resource).

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Additional Resources can include culturally responsive pedagogy, racial and (dis)ability considerations

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I wonder if you have facilitator notes throughout? Some of the recommendations have a separate section for facilitator notes and participants will ...

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include resources that address collaboration with administrators/counselors and curricula/policy decision makers - https://nafsce.org/ Eugenio Longoria Sáenz is NAFSCE's Director of Family Math

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define rigorous - within this context

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By identifying two pathways, there is a suggestion that there are only two. Perhaps use 'multiple mathematics pathways'?

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Very strong resources! So many great ones identified--here is one more to think about :-) ....The Formative Five: Everyday Assessment Techniques for Every Math Classroom, Grades K-8 

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Very strong resources! So many great ones identified--here is one more to think about :-) ....The Formative Five: Everyday Assessment Techniques for Every Math Classroom, Grades K-8 

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Imagine how it would feel to not worry about how to plan, teach, and check for student mathematical understandings and related proficiencies. Imagine if this important process felt like a natural, everyday part of your lesson preparation instead of an extra thing to do. The Formative 5: Everyday Assessment Technologies for Every Math Classroom shows the way.

NCTM Past President Francis "Skip" Fennell and nationally recognized mathematics educators Beth McCord Kobett and Jonathan (Jon) Wray, offer proven assessment techniques-Observations, Interviews, "Show Me," Hinge Questions, and Exit Tasks- you can implement, every day. This palette of classroom-based techniques will truly help you assess learning and inform your teaching.

The Formative 5 gives you a concise, research-based, classroom-dedicated plan with lots of tools, activities, classroom vignettes, and student work to guide your daily use of these techniques. Kindergarten through grade 8 teachers of mathematics will learn to-

think and go beyond assessment of learning, focusing on assessment for learning;

directly connect assessment to planning and teaching;

engineer effective classroom questioning, discussions, and learning tasks;

provide success criteria and feedback that moves students forward;

integrate the Standards for Mathematical Practice; and

activate student self-assessors who take ownership of their learning.

Includes a book study guide, tools and templates, and a companion website with downloadable materials and multimedia examples of student discussion in the classroom. The Formative 5 will help you build your mathematics-related formative assessment capacity through daily use of these five key techniques, leading to regularly monitored and improved learning opportunities for your students.

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The Formative Five: Everyday Assessment Techniques for Every Math Classroom, Grades K-8 - National Council of Teachers of Mathematics

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The Formative 5: Everyday Assessment Technologies for Every Math Classroom offers formative assessment techniques-Observations, Interviews, "Show Me," Hinge Questions, and Exit Tasks- you can implement every day and provides a concise, research-based, classroom-dedicated plan with many tools for using the techniques.

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The first of three reports published by PACE and written by Pamela Burdman from Just Equations.
Make this a complete sentence to align with the rest of the paragraphs?

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What makes a partnership equitable and how can we know when voices are NOT being valued?

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This joint document from NCTM, NCSM, and ASSM addresses the recommendation in several ways. It is free and points to more detail if the reader needs. Just a thought :-)  Continuing the Journey   

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This joint document from NCTM, NCSM, and ASSM addresses the recommendation in several ways. It is free and points to more detail if the reader needs. Just a thought :-)  Continuing the Journey   

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Start With Students' Strengths in Mathematics

Rather than solidifying the challenges of the past year, we must build and capitalize on our students' strengths and opportunities in mathematics.

Continuing the Journey: Mathematics Learning 2021 and Beyond provides leaders and teachers with clear guidance as they create an environment for safe and supportive mathematics teaching and learning and promote a school structure that eliminates rather than solidifies challenges for all students.

Developed by a coalition of nationally recognized organizations in mathematics education, this important resource highlights actions in three core areas:

Grade-level Content

Equitable, Effective Teaching Practices

Advocacy

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Rather than solidifying the challenges of the past year, we must build and capitalize on our students' strengths and opportunities in mathematics. Continuing the Journey: Mathematics Learning 2021 and Beyond provides leaders and teachers with clear guidance as they create an environment for safe and supportive mathematics teaching and learning and promote a school structure that eliminates rather than solidifies challenges for all students.

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Will you add the primary purpose i, ii, or iii. The same for Facilitator Notes which I think you do throughout what you have written. Maybe cut and past some of that into the section for Facilitator Notes.

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'Changes in these kind of parties'
Not sure of the meaning of this. Do you mean partners?

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Love how additional resources are framed- "Ready for a deeper dive?"

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Love how additional resources are framed- "Ready for a deeper dive?"

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:-) Great way to frame those very good resources.

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Consider the order of these resources to put the title with potentially triggering language last on that section of the list.

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Possible resource about corequisite instruction

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Possible resource about corequisite instruction

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https://amatyc.org/page/PositionCorequisiteMathematicsCourses

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Possible resource about the transition to college and appropriate placement

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Possible resource about the transition to college and appropriate placement

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https://amatyc.org/page/PositionInitialPlace

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Answer-- Tables 5 and 6 from Continuing the Journey

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Answer-- Tables 5 and 6 from Continuing the Journey

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How are we including higher ed to communicate the need to make changes?
Demonstrating admission practices; mission statement.

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How might higher ed. be addressed/targeted through this recommendation?  K-12 systems and parents will follow the lead of IHEs.  Tertiary institutions continuing to promote the pathway to calculus as the standard for admissions policies and practices, will pose a challenge to this recommendation.

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How might higher ed. be addressed/targeted through this recommendation?  K-12 systems and parents will follow the lead of IHEs.  Tertiary institutions continuing to promote the pathway to calculus as the standard for admissions policies and practices, will pose a challenge to this recommendation.

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The Mathematics and Science Partnerships (MSP) program provided opportunities for states to implement projects that would support/address this recommendation.  What might be the next generation of the MSP program look like, particularly considering opportunities that exist now as we operate post-pandemic?  And what kind of advocacy is needed to support it?

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The Mathematics and Science Partnerships (MSP) program provided opportunities for states to implement projects that would support/address this recommendation.  What might be the next generation of the MSP program look like, particularly considering opportunities that exist now as we operate post-pandemic?  And what kind of advocacy is needed to support it?

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 Commissioned Paper - Previewing the National Landscape of K-12 Data Science Implementation  Has ideas on pathways work in multiple states. Scroll down to the bottom of the page to find the free paper.  

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 Commissioned Paper - Previewing the National Landscape of K-12 Data Science Implementation  Has ideas on pathways work in multiple states. Scroll down to the bottom of the page to find the free paper.  

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Foundations of Data Science for Students in Grades K-12 A Workshop Days 1 and 2 | National Academies

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When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to.

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Gina Asked for Potential Student Equity Self-Advocacy Resources 

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Gina Asked for Potential Student Equity Self-Advocacy Resources 

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Here is another potential resources:

https://nebhe.org/journal/cultivating-self-advocacy-for-all-students-on-college-campuses/

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MIT Open Learning Course: Becoming a More Equitable Educator: Mindsets and Practices

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MIT Open Learning Course: Becoming a More Equitable Educator: Mindsets and Practices

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ACUE Inclusive Teaching for Equitable Learning

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ACUE Inclusive Teaching for Equitable Learning

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College-level general education math courses often have a minimum exam (ACT/SAT) score prerequisite requirement. Eliminating this barrier  and/or offering more opportunities to prepare for the exams may promote access.

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College-level general education math courses often have a minimum exam (ACT/SAT) score prerequisite requirement. Eliminating this barrier  and/or offering more opportunities to prepare for the exams may promote access.