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Do not interrupt the dedicated time for collaborative planning and scheduling with fidelity.

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During collaborative planning, have teachers complete the tasks and practice strategies to support ELD and SPED learners. During visits to classes, videotape teachers in action, offering feedback for improvement and following up with return visits to ensure our students get what they need. PPB

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Actively participate in collaborative math meetings to ensure data-driven discussions. This will allow for the modification of lessons and assessments to improve student learning and performance.

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Continue the message:

If a child cannot learn the way we teach, we should teach them the way they learn.

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Provide additional planning time for teachers to “do the math” aligned to the standards.

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Words have power: Being more conscious of the negative attitudes towards math that we unintentionally convey to students.

Create an environment that shifts the mindset from solely thinking it has to be right. Instead foster an environment that celebrates discourse and reasoning behind the math.

Intentional connection to real world experiences

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Build teacher capacity in providing an environment for more student centered lessons.

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Ensure informal observations are conducted and coaching and feedback are provided to support continuous improvement.

Denice Nabinett (DuVal HS)

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Provide regular feedback to teachers after classroom walkthroughs based on evidence that can be used in collaborative planning to build on the strength of the classroom community.

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Focus more on examining student work and analyzing student data in order to

address their misconceptions

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Utilizing CP to unpack standards to ensure all teachers understand what students need to know and be able to do.

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Continue to focus on real world applications in math. Making connections with everyday math.

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Ensure scheduling incorporates added interventions such as Alg 1 Lab and/or semesterized classes & the best aligned teacher is assigned to those classes

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Ensure that staff is equipped with skills and tools to create a positive math environment and culture of equitable teaching and learning.

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Recognize growth

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Create the expectation that Math Class is to be a Meeting Space where student thinking is at the center

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During collaborative planning, connect unit lesson to real life examples. Solicit from students how concepts connect to their own lives. Close out each lesson or unit in the same way by making assessment items relevant to real life. Authentic project-based learning in math. At least one per quarter.

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Steven Baker— College Park Academy

We are moving to a new math curriculum this year— so we are scheduling a lot of continuous PD to ensure our teachers are prepared. Once implemented, regular formal and informal observation will be key to maintaining rigorous/ structured environments.

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Ask the students what they need to be successful… this is done by conducting surveys about their weekly experiences in their math classes.

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Consistent monitoring of instruction and student discourse.

Build capacity

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Be intentional about monitoring the usage of county initiatives

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Monitor…monitor…monitor

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Change the way the classroom is run by ensuring teachers build community, less teacher talk, more discussion and hands on student engagement and discourse.

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Help/support my teachers in celebrating student successes and gains in Mathematics

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Sustain the teacher and leader education partnership to support and prepare math educators who are asset-based and prepared to address math phobias + deficit thinking and see ALL students as doers of math.

-Ebony from UMD

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Build teacher capacity through coaching and feedback focusing specifically on student participation in discourse and the use of mathematical language in speaking and writing.

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continue to use data to guide teacher learning and student instruction

Set clear expectations for all

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Making the Math experience accessible for all students despite learning levels and language accessibility.

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Build teacher capacity regarding content as the majority of math teachers are conditionally certified in my building.

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Show these responses to teachers about how students are feeling and provide support and resources to build their efficacy around teaching math and setting purpose.

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Data-Informed Equity Walks and Collaborative Planning

Professional Development on Math Equity

Student Voice and Family Engagement

High-Quality Intervention and Enrichment

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More collaboration across grade levels

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Start strong finish strong continue to monitor throughout the year

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Real life applications

Math family nights

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Continue to lean into our focus on student discourse across all grade levels.

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Working with the Math Department to frame SPP goals in adult practice around equity for students and prior knowledge they bring to class through feedback both teacher to student and peer to peer.

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Provide relevant professional development to ensure the preschool teachers have understood how to teach math in a more meaningful way to our special education preschool students

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Hold educators accountable for the prepared environment.

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Emphasis on daily focus groups to support those who need intervention and enrichment.

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Provide opportunities for and monitor student discourse through classroom visits.

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Work to make sure that math activities have a through line…connected to the standard(s) and assessment.

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provide appropriate and differentiated PD (Spence)

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More student voice and student data conferences.

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Continue to provide the space and time to plan/learn/evaluate adult practices around implementation of math instruction.

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Use data to inform instructional look-fors and "themes" for monthly instructional walks

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Incorporate lesson studies with grade level teams.

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Consistently monitoring instruction and analyzing data to ensure all students are making progress

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All educators will have to increase student discourse within the classrooms.

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Make sure that all students have a say in their educational decisions in class.

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Hold people accountable.

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Provide real life application