List+of+Barriers

Table 1 - List of Barriers - Triggering Question: "What are barriers to what "ought to be done" for all students to learn math?"
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1: ACCOMMODATIONS OR INSTRUCTIONAL APPROACHES DO NOT MEET STUDENT NEEDS (LEARNING STYLE, LANGUAGE, OR SPEC. ED. NEEDS) 2: NEED FOR TEACHING STAFF TO BE WILLING TO MOVE AWAY FROM TRADITIONAL TEACHING STRATEGIES IN ORDER TO TEACH ALL STUDENTS 3: BEING UNABLE TO USE DATA AS A MEANS TO GUIDE INSTRUCTION AND LEARNING AND NOT TO PASS JUDGMENT ON A SPECIFIC TEACHER 4: RELIANCE ON PARA PROFESSIONALS TO WORK WITH HIGH NEEDS STUDENTS INSTEAD OF HAVING THE MOST QUALIFIED TEACHERS WORKING WITH THEM 5: LOCAL CONTROL IN SCHOOL DISTRICTS 6: LACK OF FINANCIAL RESOURCES TO INVEST IN A COMPLETE OVERHAUL OF OUR MATH INSTRUCTION SYSTEM - E.G. BOOKS, SUPPLEMENTAL MATERIALS AND TEACHER TRAINING 7: LACK OF QUALITY TIME TO PROPERLY PREPARE DAILY LESSONS 8: INADEQUATE TEACHER MATH CONTENT KNOWLEDGE 9: LOW PERFORMANCE EXPECTATIONS 10: NEED FOR TEACHER TRAINING PROCESS TO BUILD COMMON UNDERSTANDING ABOUT BEST PRACTICE MATH INSTRUCTION 11: INCREASED EMPHASIS ON SUMMATIVE ASSESSMENTS TO MATH 12: NEED FOR RESTRUCTURING OF LEARNING TIME FOR STUDENTS 13: MOST DATA AVAILABLE FOR TEACHERS IS NOT ACTIONABLE AT THE CLASSROOM LEVEL 14: LACK OF EDUCATIONALLY KNOWLEDGEABLE BOARD MEMBERS 15: ENTRENCHED AND OUTDATED VIEWS OF HOW AN EDUCATION SYSTEM SHOULD LOOK 16: TEACHERS LACK OWNERSHIP IN PROFESSIONAL DEVELOPMENT 17: TEACHERS LACK THE CLASSROOM TIME NECESSARY TO OFFER DIFFERENTIATED INSTRUCTION 18: THE SCHOOL YEAR IS TOO SHORT 19: LACK OF TIME FOR TEACHERS TO WORK IN K-12 COMMUNITIES IN ORDER TO FOCUS ON MATH INSTRUCTION 20: THE NEED FOR ASSESSMENT DATA TO BE COMPILED EFFICIENTLY AND IN A TIMELY MANNER SO AS TO BE BENEFICIAL TO EDUCATORS (DELETE) 21: LOW EXPECTATIONS FOR TEACHERS TO SELF-IDENTIFY PROFESSIONAL DEVELOPMENT NEEDS 22: LACK OF TEACHER KNOWLEDGE REGARDING FORMATIVE ASSESSMENT 23: LACK OF REFLECTION TIME FOR TEACHERS TO EVALUATE THE EFFECTIVENESS OF LESSONS 24: TOO MUCH CONTENT TO GET THROUGH SO THAT STUDENTS CAN TRULY UNDERSTAND CONCEPTS 25: LOW PARENTAL EXPECTATIONS FOR THEIR CHILDREN TO SUCCEED IN MATH 26: LACK OF PRACTITIONER AND PROFESSIONAL INVOLVEMENT IN THE DEVELOPMENT OF EDUCATION POLICY 27: NEED FOR PARENT INVOLVEMENT IN TRAINING FOR BEST PRACTICE INSTRUCTION AND UNDERSTANDING STUDENT LEARNING OF MATH 28: THE BELIEF THAT STUDENTS ONLY NEED BASIC MATH SKILLS 29: THE NEED FOR ASSESSMENT DATA TO BE COMPILED EFFICIENTLY AND IN A TIMELY MANNER SO AS TO BE BENEFICIAL TO EDUCATORS 30: TOO MANY EDUCATIONAL ORGANIZATIONS NEED TO COMMUNICATE AND COLLABORATE 31: LACK OF VARIOUS ABILITIES AND DESIRES OF TEACHERS AND ADMINISTRATORS TO ADDRESS STUDENT NEEDS 32: LACK OF BELIEF THAT ALL STUDENTS CAN OR SHOULD LEARN MATHEMATICS 33: LACK OF REAL WORLD INPUT INTO WHAT REAL AND RELEVANT APPLICATIONS OUGHT TO BE TAUGHT 34: RELATIVE IMPORTANCE OF SUBJECTS IS UNDULY IMPACTED BY POLICY SET BY FORCES OUTSIDE THE SCHOOL DISTRICT I.E NO CHILD LEFT BEHIND 35: LACK OF SUPPORTIVE AND MEANINGFUL MATH PROFESSIONAL DEVELOPMENT FOR TEACHERS WHO ARE NOT COMFORTABLE WITH MATH 36: INABILITY OF PARENTS AND TEACHERS TO ALLOW STUDENT FRUSTRATIONS IN ORDER TO LEARN MATHEMATICS 37: NOT USING A GUARANTEED AND VIABLE CURRICULUM WITH FIDELITY 38: LACK OF EXPECTATION FOR IMPLEMENTATION OF BEST PRACTICES LEARNED IN PROFESSIONAL DEVELOPMENT 39: DISAGREEMENT BETWEEN MEMBERS OF THE MATH COMMUNITY REGARDING MATHEMATICS INSTRUCTION 40: SHORTAGE OF HIGHLY QUALIFIED INSTRUCTORS 41: TOO LITTLE TECHNOLOGY IN THE HANDS OF STUDENTS 42: INADEQUATE OR INAPPROPRIATE INSTRUCTIONAL MATERIALS AVAILABLE 43: THE PERVASIVE DISPROPORTIONATE EMPHASIS ON LANGUAGE SKILLS PRESCHOOL THROUGH HIGH SCHOOL 44: LACK OF SUSTAINABILITY PLAN TO CONTINUE WHAT WAS STARTED 45: THE INEQUITIES OF SCHOOL FUNDING 46: LACK OF APPROPRIATE STUDENT/TEACHER RATIO 47: INSTRUCTIONAL AND ASSESSMENT RESOURCES THAT ARE ALIGNED TO STATE EXPECTATIONS ARE NOT AVAILABLE TO ALL TEACHERS 48: THE MISDIRECTED MINDSET OF ASSESSMENT OF MANY PARENTS, STUDENTS AS WELL AS TEACHERS AND ADMINISTRATORS 49: LACK OF KNOWLEDGE AT THE SCHOOL LEVEL ABOUT GOOD INSTRUCTION IN GENERAL AND MATHEMATICS IN PARTICULAR 50: NEED FOR FLUIDITY OF CLASSES TO MEET STUDENT NEEDS 51: TEACHER PREPARATION LEAVES TEACHERS UNPREPARED TO MEET THE NEEDS OF A DIVERSE STUDENT BODY 52: DATA USED TO MEASURE PROGRESS (AYP) DOES NOT COME FROM A VERTICAL MEASURE OF PROFICIENCIES 53: INCONSISTENCY OF CONTENT EXPECTATIONS FROM THE STATE AND FEDERAL GOVERNMENT FROM YEAR TO YEAR 54: INCONSISTENT EXPECTATIONS FOR TEACHER PREPARATION PROGRAMS ACROSS THE STATE OR THE NATION 55: SLOW RESPONSE FROM INSTITUTES OF HIGHER EDUCATION TO CHANGE AND TO MEET STATE, DISTRICT, AND POPULATION NEEDS 56: ATTITUDES AND BELIEFS THAT LEAD TO LOW EXPECTATION OF POOR AND AFRICAN-AMERICAN STUDENTS 57: MATH INTERVENTION AND ENRICHMENT TIME IS NOT AVAILABLE FOR ALL STUDENTS WITHOUT MISSING NEW LEARNING WITHIN THE OFFICIAL SCHOOL DAY 58: LACK OF SUSTAINABLE FOLLOW UP IN PROFESSIONAL DEVELOPMENT 59: LACK OF OPPORTUNITIES FOR PARENTS TO LEARN AND UNDERSTAND MATH EXPECTATIONS 60: LACK OF COLLABORATION AND COHESIVE ACTION PLANNING BETWEEN ESSENTIAL DISTRICT ADMINISTRATORS AROUND MATH (SPECIAL ED, BILINGUAL, ETC...) 61: THE LACK OF COMMON LANGUAGE AND KNOWLEDGE OF WHAT BALANCED ASSESSMENT IS 62: TOO LITTLE IS DONE FIRST TO BUILD RELATIONSHIPS AND MEET STUDENT SOCIAL NEEDS BEFORE TEACHING MATH 63: THERE IS A DISCONNECT BETWEEN COLLEGE PROFESSORS THAT ARE TEACHING THE MATH ED CLASSES AND THE K-12 CLASSROOMS OF TODAY