Vision+Requirements+with+Clarification

** Triggering Question: ** =// "WHAT DO YOU THINK MICHIGAN TEACHERS AND SCHOOLS OUGHT TO DO FOR ALL STUDENTS TO LEARN MATH?" // = = VISION REQUIREMENTS WITH CLARIFICATION = = =

** Vision Requirement 1: INVOLVE MATH LEARNERS IN ENJOYABLE OPPORTUNITIES ** // Simply to make math fun. //

// My hope would be that teachers would have a deep enough understanding of mathematics with that rather than go day by day through the lesson book they would model the lesson, guide their students in learning, release it to them, assess, and re-teach as necessary. // // Q- maybe it's a matter of language, understanding these are instructional strategies you’re speaking to // // A- correct and teacher knowledge base because to move beyond teaching assessment, you have to have a strong understanding of the concept of math from a teaching level, too. // // Q-it's also important that teachers have ownership of math curriculum, is that part of the essence of what you're saying? // // A - correct //
 * Vision Requirement 2: ABSENSE OF TEACH AND ASSIGN; INCREASE IN MODEL GUIDE RELEASE **

// We need to believe that all students are capable of learning math. //
 * Vision Requirement 3: A BELIEF THAT ALL STUDENTS CAN LEARN MATH **

// I have a daughter in 6th grade and math. When I go into class to help, the assumption is that everyone is in the 6th grade level. // // Class proceeds and kids fall behind. They are all taught as if they know the same things and I don't know that to be true. //
 * Vision Requirement 4: USE OF DIFFERENTIATED INSTRUCTION FOR STUDENTS AT DIFFERENT LEVELS OF MASTERY **

// We need to make sure that all students have access to grade level GLCES and the core curriculum. Then we need to assess students and help those that struggle to fill in the gaps but we need to do this outside of the core content time. // // Q- What do you mean by core curriculum? // // A - Core curriculum is the GLCEs and grade level content. Implementing a 3-tier (RTI) model where all students have access to the GLCEs and grade level content at tier 1. Then separate pullout at tier 2 would use research-based strategies to bring students up to grade level. // // Q - I’m still confused about what you mean. // // Q - Could it be a matter of vocabulary that you are having trouble with. // // A - Yes, I think so, I think it is all core curriculum but some of it is grade level and some of it is to bring students up to grade level. //
 * Vision Requirement 5: UTILIZE A RESEARCH BASED CORE CURRICULUM ALIGNED TO A PACING AND ASSESSMENT GUIDE **

// Adequate means lots of teachers know their multiplication tables; conceptually it helps teacher and kids, not quite true, and includes high school teachers as well. // // With elementary teachers there's a lot of reasons they don't understand it and that's the basic problem. //
 * Vision Requirement 6: TOO MANY TEACHERS LACK ADEQUATE MATH CONTENT KNOWLEDGE TO EFFECTIVELY HELP STUDENTS LEARN THE MATH **

// In the first part I mean that all students deserve to have access to grade level content in math. The viability part is about teachers having the time and resources to provide that instruction. //
 * Vision Requirement 7: ALL STUDENTS DESERVE ACCESS TO A GUARANTEED AND VIABLE CURRICULUM THAT IS ALIGNED TO STATE AND NATIONAL STANDARDS **

// The point of it is to inform instruction. My desire is that teachers will look at what students are doing on an ongoing basis to inform their instruction as based before, they not all understanding the concept. Need to understand where kids are at. Not necessary on all issues but the assessments that need to be addressed. //
 * Vision Requirement 8: INCREASE THE CLASSROOM USE OF FORMATIVE ASSESSMENTS TO INFORM INSTRUCTION **

// This is based on my experience in elementary education where there was a strong focus on language arts but not as much on math. // // It is also based on working with students at the university level. I feel that they are not prepared to teach math and they move quickly through the content. This is, in my opinion, because they do not have the content background that they need. // // Q- Do you think it is due to classroom management? // // A- That certainly could play a role in some cases, but I really feel it is based on their math content knowledge. //
 * Vision Requirement 9: INCREASE THE REQUIREMENTS FOR MATH EDUCATION AND INSTRUCTION COURSES IN TEACHER PREPERATION PARTICUALRY FOR ELEMENTARY MAJORS **

// Goes back to what Theresa said earlier, comes from having worked with teachers over the course of 2 years where they had time and process, followed a plan for kids with disabilities in math. Over the course of time we really started to focus on students as learners. Once teacher said "Oh, we're planning for learning." // // We met every other week, math and special education together, with focus on continuum on kids in class. // // If I walked into every school and saw this happening, it would be wonderful. Teachers don't have the collaborative experience to do that or the time. // // Q- is it that they don’t have time or that they don't have time to find the resources or find the data? // // A- example: thinking of framework following a planner, math task in front of them, where are the barriers. That would be something they would be doing together, math and special educators, in order for grade level content teachers to have time. Special education is working with the kids. It's a scheduling issue, not working collaboratively, and really is not a thoughtful planning process. // // Teachers can do a lot more if given efficient time. // // Q- assuming when doing it, bringing them on the same page with a common goal, working on one plan? // // A- yes, can develop different things, if working in groups of 4 or 5. //
 * Vision Requirement 10: THE NECESSITY FOR TIME AND A FRAMEWORK FOR TEACHERS TO PLAN IN A MANNER THAT ADDRESSES MATH GOALS AND STUDENTS AS LEARNERS **

// This is based on my being an alternative education principal. We provide many options for students to learn such as online learning and traditional classroom instruction. We find that extended time is important for our students and that offering them a variety of ways to learn is important to their success. It is important to include extended time whether that happens before or after school. //
 * Vision Requirement 11: PROVIDE EXTENDED TIME AND DIFFERENTIATED OPTIONS FOR STRUGGLING STUDENTS **

// Part of this comes from as a special education teacher; we really need to challenge our students to do more than they can do. // // Really challenge them yet provide the support so they are not frustrated. //
 * Vision Requirement 12: STUDENTS CHALLENGED WITH ENOUGH RIGOR YET SUPPORTED TO PREVENT FRUSTRATION **

// Right now we have management systems based on funding. For example, special education directors and Title 1 managers – their jobs are based in funding and the law. Like having to sort special education students. Resources could be put to better use for instruction. We have service models available and they supersede the funding models. //
 * Vision Requirement 13: NEED FOR AN ORGANIZATIONAL STRUCTURE BASED ON INSTRUCTIONAL NEEDS VS FUNDING SYSTEM MANAGMENT **

// Think from the beginning, whether it's whatever grade level, students are thrown words and are expected to know them. // // That means as teachers you think they know it and they don't. Vocabulary as a math teacher is usually not "here's a word, here's a explanation," go on. They never investigate the meaning and understanding of things. The confusion is vocabulary. // // They don't know some of the words you are trying to use, many different meanings for words, talking about words and letting kids use words. How many math teachers have communication and dialogue with students? // // Looking at discrepancy as key in word curriculum. There are huge vocabulary pieces. //
 * Vision Requirement 14: AN INCREASED FOCUS ON STUDENT VOCABULARY AND VERBAL COMMUNICATION **

// In the US as opposed to other countries we believe that there is a math gene and that all students cannot learn math. As parents we say math was hard for us so we do not expect our children to be good at math. We need to change this thinking and believe that all students can learn math. //
 * Vision Requirement 15: RELEASE THE IDEA THAT MATHEMATICAL ABILITY IS INHERITED **

// Comes from frustration with having a co-taught class with special ed. students and algebra II. Algebra is a required course for graduation. I've never really had so many failing students as now. They don't have the building blocks needed to get to that level. // // A lot barely get through geometry and algebra, which are needed to graduate. They're told they have to take algebra II. The state needs to sit back and evaluate what they expect them to do. // // Q- does your re-evaluation mean to be able to do this w/o a personal modified curriculum or is it a bigger picture? // // A- one of the problems went to that kids could not be in what was considered a special education math class. They had to be in a mainstreamed class to have a high school diploma instead of a certificate of completion. A lot of parents don't want the certificate // // of completion, they want mainstreamed classes if they had extra support and modified curriculum but don’t' see the support // // Q- support isn't helping to go and give them that modified personal curriculum-is already an option, that's why I'm asking how the re-evaluation would look. // // A-not sure it's just for special ed. There are kids taking algebra II that would never have dreamt of taking algebra II until becoming a requirement for graduation // // Q- clarify more the diploma change because in my high school we take those 6 that are failing. I have not heard about the difference in diplomas // // A- from the state perspective there are no different diplomas, there's only one regular high school diploma. It's a local decision option to give out certificates of any kind. Certificates of completion are not recognized as a diploma. There aren't different diplomas. // // Q- sounds like question is more of where students are taught? Have to have the students in your classroom in order to get the diploma? // // A- my understanding is from a special education teacher that I work with. A lot of the kids that choose to take algebra II with next setting is from parents saying they want the diploma, don't want a certificate of completion. Rather than choose to be in an algebra II class maybe with 6 -8 kids where it might be a better situation with them, they choose to be in a room with 33 kids. Don't necessarily think that's the best situation for them. Bigger part that within the system is a kid can get a D minus in algebra and move to geometry and then get a D minus in geometry and fail the class because they don't have what they need, they're just getting passed along. The teacher before me is thinking they worked very hard (they did all their homework) but they didn't pass. // // Q- when you say high school graduation requirements you're including within that the variable -a variable of that personal curriculum guidance and rules & the factor of time as might play out in high school as well as high qualified issues? // // A- yes // // Q-with the personal curriculum, do they still have to meet the standards in order to get the graduation piece? If they didn't meet the standards, may not get the experience? // // A - asking me questions that I cannot answer because I'm not a special education teacher and can't answer that. //
 * Vision Requirement 16: POSSIBLE NEED TO RE EVALUATE THE GRADUATION REQUIREMENTS FOR HS STUDENTS IN MATHEMATICS **

// We often hold students to a math skill until they master it. For example, if a student cannot do multiplication then we feel they cannot do long division. This needs to change. I know that as a past teacher I sometimes felt this way also but we need to change our thinking. We tend to be too lockstep and perhaps we need to be less lockstep in this process. //
 * Vision Requirement 17: DON'T BE AFRAID TO TEACH CONCEPTUAL SKILLS BEFORE COMPUTATIONAL SKILLS ARE LEARNED **

// Gary and Anna's comment captured the essence of what I wanted to say. More time for teachers isn't necessarily the answer in itself. Is there a framework in place that's going to guide that collaboration time and what they’re using for collection for data. // // Think that is going to be the basis for deep conversation as they analyze through work better instructional practice. // // If principals can find ways to increase the time teachers can do this, it will benefit students. Often mistakes are that the answer for solving the problem is more time and money, which aren't available to us anymore. Need to make sure time is very deliberate and expectations very specific. //
 * Vision Requirement 18: PROVIDE GREATER OPPORTUNITIES FOR MATH TEACHERS TO COLLABORATE IN ORDER TO ANALIZE FORMATIVE ASSESSMENT DATA **

// We need to make mathematics a part of arts and shop. We need to look at math across the curriculum and think of ways to incorporate it. We need to connect math and science. //
 * Vision Requirement 19: INCREASE CONNECTIONS NOT ONLY IN REAL WORLD BUT ALSO IN INTERDISCIPLINARY AREAS **

// One of the dreams and hope is that all teachers use ongoing assessment to change instruction, in the moment can't happen, unless you have access to results immediately. // // In order for instruction to stop so that kids can be re-taught what they need, teachers need to have access to how the students are doing asap. // // Example, from working with Robyn and Mike over 3 years of RTI, we went from 2 month/8 week delay between getting results in all kids in our schools. Result was teacher frustration. 3 years later they take tests in the computer lab and after they hit submit, teachers have results immediately to take back to the classroom, improvements in learning and know what they learned is the result. // // Q- we have similar in our district where kids can take a test and we can send and it goes right back but only works for multiple choice. In mathematics you know the answer, you don't know the process that got them to that answer and with multiple choice its important to get immediate results. Not all mathematics can be multiple-choice things. It's a concern that I have about that whole process // // A- think most would say that what has to be assessed has to be sorted out. It would not be an assessment that would be applied to // // a multiple choice. Immediate would be the vocabulary work. There's an immediate seat that needs to be applied to math skills. // // C - I know there are circumstance where teachers say their kids did great but looking back at their work could have made 2 mistakes that have gotten them to a presolution and thinking wrong. Important to not go by judgment. // // Q- teachers getting what teachers determined immediate test results? // // A- could be test results, small group activity, point being to eliminate the delay sometimes in place, assess, their learning, getting the // // results back and plan for re-teaching // // Q- my definition of formative assessment is information for their learning so they can move forward for their learning, giving // // assessment at end of cycle for their learning cycle // // A - that is correct. //
 * Vision Requirement 20: DESIRE FOR TEACHER ACCESS AND STUDENT ACCESS TO FORMATIVE ASSESSMENT DATA **

// All students should learn the math necessary for their college, careers, and future. //
 * Vision Requirement 21: BELIEF THAT ALL STUDENTS SHOULD LEARN MATHEMATICS NECESSARY FOR POST **
 * SECONDARY SUCCESS **

// Kids with ieps. I believe we need access to the core curriculum or whatever semantics we choose to employ. // // Problem with parents of kids with special needs is that children who are included are assumed to have competency in the core curriculum, that they don't have that assumption, can't be. Needs to be an alternate research based program that teaches those kids according to their level. Parents have particular goals for their children even with special needs. Basic math might be all looking for without research based program, doesn't happen. Each year lots of hats are left. //
 * Vision Requirement 22: PROVIDE RESEARCH BASED MATH PROGRAMS FOR CHILDREN WITH IEP'S (SPECIAL NEEDS) **

// We need to provide learning opportunities for students to have access to the core curriculum but also have times for students to work on learning materials/skills that they are missing. All teachers need to be using the same planning guide and teaching the same thing. Some teachers will implement a program that is working well and someone else will want to implement part of it. But that does not work and so students may not be successful. We need to implement the programs with fidelity. Often times teacher A will see Teacher B using a program and will change the intervention to fit their paradigm. //
 * Vision Requirement 23: IMPLEMENT WITH FIDELITY A PROGRAM TO IDENTIFY LEARNING GAPS AND OPPORTUNITIES TO LEARN THESE GAPS **

// Lots of formal and informal polices, spoken and unspoken procedures at the classroom level, simply need to be formulated or revised based on what's best for learning. Too often based on what's best for adults in the building or schedule. // // Example, somebody has decided the middle school class period ought to be 40 minutes. As a math teacher we know that 40 minutes isn't going to get anywhere. This policy runs counter to the policy of the whole notion to learn. //
 * Vision Requirement 24: DISTRICTS AND SCHOOLS WITH POLICIES AND PROCEDURES THAT SUPPORT AND ENHANCE STUDENT LEARNING OF MATH **

// We need to look at PD that helps teachers with the instructional needs in their classrooms. They need PD that is applicable to their needs and that they can bring back to the classroom to use right away. It needs to be pertinent for them. //
 * Vision Requirement 25: PROVIDE TEACHERS PROFESSIONAL DEVELOPMENT DETERMINED BY DATA AND **
 * DELIVERED WITHIN THE CONTEXT OF THEIR CLASS ROOM NEEDS **

// Work that's the basis for instruction. Coaching is based on professional development when only look at content and pedagogy that's taught in professional development session and implementation in the classroom. Coaching adds the piece that applies. // // In essence doing two things applying the work and done with fidelity. Not just take PD and using in a way I want, something to work with me in a way it was designed to be implemented. // // Q- is that coach physically teaching with teacher? // // A- yes, and servicing many roles, observing or helping with the lesson //
 * Vision Requirement 26: INCREASED INSTRUCTIONAL COACHING OF MATHEMATICS AT THE CLASSROOM LEVEL **

// We have PLCs in our district based on grade levels but we also have some that are based on K-12 mathematics. These provide support across the grade levels to teachers. It allows for cross grade talk about what is necessary and it allows teachers who are content experts to support those that might need help. It seems to be successful. //
 * Vision Requirement 27: NECESSITY FOR CROSS GRADE PROFESSIONAL LEARNING COMMUNITIES SPANNING THE ENTIRE K-12 SYSTEM WITH THE FOCUS ON MATH INSTRUCTION **

// The issue that having all kids - this is an issue that's too big for the Math teachers. // // Math teachers can't be the only ones to address the needs of all learners. There are people with different talents, contribution. // // Administrators can provide supports for people, teachers can supply a more robust equation, and answer doesn't lie on one discipline. It includes the work of many people. //
 * Vision Requirement 28: THE NEED FOR MATH, SPECIAL EDUCATION, ADMINISTRATORS AND ELL (ENGLISH **
 * LANGUAGE LEARNER) TEACHERS TO COLLABORATE AND PLAN TOGETHER FOR DIVERSE LEARNERS **

// At my school we have some students who are on their 2nd or 3rd high school and others who are on their 12th high school. These students come to us so "beat up" that they are not willing to try anything academic. When the teachers can get them to try they are academically successful. We need to find ways to build student confidence. //
 * Vision Requirement 29: FIND AND IMPLEMENT A TECHNIQUE THAT WILL MOTIVATE DISENFRANCHIZED YOUTH WHO **
 * ARE ACADEMICALLY BEAT UP AND HAVE LITTLE OR NO CONFIDENCE IN THEIR ABILITIES **

// Comes from my experience as teaching special education population. Challenge is to get them to pass a test and using that standard benchmark but to still be able to do that skill 2 weeks later, 6 weeks later, 5 years later. //
 * Vision Requirement 30: NECESSITY FOR ALL STUDENTS TO OBTAIN MATH LEARNING IN THEIR LONG TERM MEMORY **

// Some students have family impairments and we need to find ways to support those students. Parents need to know math expectations and how to help kids. They also need various resources. //
 * Vision Requirement 31: NEED FOR SYSTEMS OF STUDENT AND OR FAMILY SUPPORTS WITH OUTSIDE PUBLIC AND **
 * PRIVATE AGENCIES **

// My dream as a teacher is that the kids dream up what they really want to know about from their heart. As a teacher, figure out what math is in there and they investigate it, they collect data. Instead of graphing data from a textbook, get data from united way agencies. Then it's self-paced as they learn at such different rates. Being self-paced there's one conversation than in a group of two // // . Doing equation when self paced because they've had an extra day with that self pacing, them trying to figure it out, you asking questions, not telling them, those light bulbs come on, knowing they got it. This coming from them is huge. // // Q- It’s been my dream for a long time and programs trying to implement them. Problem is some would say what do you call that, how do you give them credit and for? Credit for algebra or geometry. // // A- don't have an answer. As a middle school teacher you check off the pieces incorporated and move on to something else. //
 * Vision Requirement 32: INCORPORATE SELF-PACED PROJECT BASED LEARNING **

// We don’t always allow students to struggle with their math thinking and instead provide the details for them to do the work. Some math research told about how 1st graders were able to answer the question "What’s 100 - 1?" correctly more often than 3rd graders. // // The first graders thought about counting to solve the problem while the third graders were thinking about how to subtract the zeros. // // We need to allow students to think and talk about math. We are currently working on multiple representations for math and we allow students to talk and think about the math that they are doing. //
 * Vision Requirement 33: STOP TELLING STUDENTS HOW THEY SHOULD BE THINKING ABOUT MATHEMATICAL IDEAS **
 * AND LISTEN MORE TO HOW THE STUDENT IS THINKING ABOUT THE MATHEMATICAL IDEA **

// Thing about in my 22 years of teaching, taught algebra II for a long time, going through the guide and what things we have to cover, thought I used to do this activity which was good but don't have the time for it anymore. We sometimes skim the surface. They need to know this. It limits what we as teachers have the ability to do. We want to give life applications but there just isn't time. // // It limits what we are able to do. // // Q- are you saying that you're expected to teach the level of teaching, many of them out there, and how can it fit in your syle or a separate entity? // // A- more teaching a section. Want them to see that there's a connection to volume. Used to do a lab where we would look at playdough, look at the diameter, weigh it, the correlation between what it's diameter was how and much it weighed. All those things we used to do that would tie things to concrete things. I look at my pacing guide and I have one day to cover cubes. // // They want too much cover in a year -we can't seem to get everything done well, seem to keep moving form topic to topic and hard to tie everything together. // // Q - think that one grade level to another, then it would eliminate the need for having need to focus // // A- we see it changing more, I think. We see kids getting things earlier. Right now is where I see the problem is. When we look at pacing guide and figure out what we have to do, we only see our class 3 times a week for 8 minutes so when try to pace that guide, there's a lot of stuff that has to happen in those 8 minutes in order to get all that stuff done. We're not doing the kids a service by doing it. // // Q- am I thinking about this right? For you to have the necessary time to actually address the content in meaningful ways, you would like to be able to implement meaningful activities that address the student learning and have the time to do it? // // A - That would be nice. //
 * Vision Requirement 34: LIMIT THE BENCHMARKS WITHIN COURSES TO ALLOW TEACHER CREATIVITY AND DEEPER **
 * EXTENSIONS OF THE MATERIAL **

// It seems a little cheese written down but it is a desperate call to action. With so many high school regulations etc. we have // // disenfranchised parents and students and we need to change things to get them back. We need to get away from these names. // // Q - Do you mean moving toward the idea of calling them integrated math classes rather than algebra, geometry, etc.? // // A - I don’t think so // // Q - Or do you mean de-stratifying math? // // A - I don’t mean integration but I do agree with the idea of de-stratifying math. //
 * Vision Requirement 35: RENAME ALGEBRA AND CALL IT PROBLEM SOLVING **

// There was 4 basic things that came to mind. // // Grading policies, mastery, seat time, and passing. // // Essentially high school students in Michigan could achieve a 60% in every single class and in 4 years be granted a high school disploma. Does it mean the student has learned anything? Probably, no. // // In our district we're focusing on common practices - we have a teacher who might assign a 20% to final exam and some 5%. We've identified over the year, there's so much ambiguity over the word "learn". // // Does it mean they pass an assessment by an outside organization? // // What we ought to do for all students to learn math. They all learn at all different rates. // // We all have the same time to get kids in and out. The variable should be learning. // // We have not identified an answer for it, I don't think, in education // // Basically how do we find "learning" and what does it mean. //
 * Vision Requirement 36: ARTICULATE A UNIVERSAL UNDERSTANDING OF WHAT THE WORD 'LEARN' MEANS **

// It simply means providing students with more strategies. Give them opportunities to do hands on things and making math labs. //
 * Vision Requirement 37: EXPAND THE LEARNING FIELD OF MATHEMATICS BY PROVIDING A VARIETY OF LEARNING STRATEGIES FOR THE MATHEMATIC MIND **

// Lori and Matt mentioned the benefit of having differentiated instruction and opportunities for kids to learn that would not seek requirement, getting requirement to differentiated learning in alternate settings with alternative technology tools. //
 * Vision Requirement 38: ACCESS TO TECHNOLOGY TO PERMIT ONLINE LEARNING AND BLENDED COURSES **

// This is getting at the content that we are exposing students to. You know this and because you know this now you know this. It is the progression for student to get to the bigger mathematical ideas. //
 * Vision Requirement 39: STUDENTS PROGRESS ALONG WELL DEFINED CONTINUUMS OF LEARNING TRAJECTORIES **

// Back to assessment piece, make sure that they understand the piece most recently completed so they have the building blocks for success. //
 * Vision Requirement 40: DESIRE FOR STUDENTS TO DEMONSTRATE UNDERSTANDING OF MATERIALS BEFORE **
 * PROGRESSING TO NEXT LEVEL **

// That's where along with an assessment piece you make sure you have the assessment immediately. Like Ruth Ann said there needs to be a continuum/progression. Provide them with systematic and explicit instruction. // // Then what you can do is provide extra support for students outside of the core time, the instructional time so that you can build those blocks at a better time. //
 * Vision Requirement 41: IMMEDIATE DATA RESULTS FOR THE DIRECT IMPACT TO ACCESS SYSTEMATIC AND **
 * EXPLICIT INSTRUCTION OUTSIDE OF THE CORE CURRICULUM TIME **

// Doing better in terms of articulated curriculum due to state guidelines. Missing are materials used to support those.. Thinking about print materials to manipulatives to technology and all that sort of thing. Expectations are pretty high and if you don't have adequate instruction materials, not good. //
 * Vision Requirement 42: ACCESS TO INSTRUCTIONAL MATERIALS THAT APPROPRIATELY SUPPORT THE INTENDED CURRICULUM **

// I view that as building more community within the educational system. Inviting parents in during curriculum night to help parents understand the math and the learning trajectory so that they can support their students at home. If they do not have this information it is hard for them to support their students. //
 * Vision Requirement 43: PROVIDE PARENTS THE OPPORTUNITY TO LEARN HOW TO BETTER SUPPORT THEIR CHILDREN'S LEARNING OF MATH **

// If algebra is the goal for all we need to do better job that K-5 instruction is pointed toward the goal and teachers have a better idea of where they fit in this articulated process. Elementary teachers think they only need to worry about the pieces of paper. // // I want them to see how they fit the bigger picture in algebra for all. //
 * Vision Requirement 44: GREATER ARTICULATION OF K-5 INSTRUCTION TOWARD THE GOAL OF ALL STUDENTS **
 * BEING LITERATE IN ALGEBRA **

// This comes from our local districts where 6 of 9 buildings are MiBLSi and we see a lot of success with the model but at the administrative level we see a lot of support for reading but we do not see that for math. In fact, when teachers plan for the 90 minutes of reading and an additional 60 minutes there is not much time available for math. We need to make sure that math is as Sacred as reading and make sure that students get time devoted to math. //
 * Vision Requirement 45: DEDICATE A CONSISTANT AND REALISTIC BLOCK OF TIME FOR MATH AT THE ELEMENTARY **
 * DEEMED AS IMPORTANT AS THE 90-MINUTE READING BLOCK **

// Comes from both focus group stuff that’s done with kids in schools. It really comes up over and over again. Kids don’t care about subject. They need to care about the teachers. If they like their teacher, feel accepted by the teacher, they are more interested in the subject, feel like they can go and get assistance when they need it. I've seen the popularity of subjects go up in a year and its never curricular. It's usually that's what kids care about. // // Q-from the perspective of someone who's hiring new teachers do you feel like it's more important to focus on whether or not they are student friendly as opposed to content knowledge? // // A - from principal perspective has to be both, have to walk in and be able to relate to kids all day long and have something to bring to the table. Need for really strong, talented people who want to do this work. You can't do one with out the other. Have to have both pieces. Can have a warm fuzzy person but if they don't know math it's not going to help // // Q- when use term approachable and available, are you including attitude and beliefs about teachers? // // A - both, approachable and available comes from a personal story with my daughter. In team conference, teacher was like "talk to the hand," Thinking she's never going back to that teacher again, even a sentence of "I need to do this now but can I help you," it's an attitude. Need to believe you are there to help children, there to interact with them, and the knowledge that they are going to need your help. //
 * Vision Requirement 46: THE DESIRE FOR APPROACHABLE AND AVAILABLE TEACHERS TO MENTOR STUDENT LEARNING **

// Being in alternative education a lot of the students that I have dealt with over the years expressed dissatisfaction that the content is not relevant to their lives and they cannot relate it to their futures. Especially with math. I can remember having problems when I was in school about when this train leaves at this time and another train leaves at this time and I didn't care because I wasn't on either train. I just mean that we need to make math relevant to the student’s lives. // // This is every math teacher's secret vision. Try to fit in our curriculum expectations but we all have these great activities that help us get to know the students. Students see you as a fun teacher and also learned that curriculum in such a deep way that they never forget it. There's going to be problems and excuses that get in the way but need to do this, need to teach math with stuff that's going to be important in their lives and in college. Means to be relevant, intentional. Meet with businesses in the community and ask how they use math and teach it in our classrooms in a lab. One day a week or outside core curriculum, maybe an attached lab or there's a lot of creative ways to do this. Gather ideas across the country, with a wiki. I really want to see this happen. //
 * Vision Requirement 47: TO MAKE MATH AS INDIVIDUALLY RELEVANT TO EACH STUDENT'S LIVES/CAREERS/COLEGIATE PLANS AS POSSIBLE **
 * Vision Requirement 48: MATH CLASSROOMS SHOULD HAVE LABS **

// Special education is a mandate and therefore often becomes the only alternative available for intervention. //
 * Vision Requirement 49: ALTERNATIVES TO SPECIAL EDUCATION FUNDING FOR INTERVENTION ARE MISSING **

// Lora mentioned to make sure they have before go on, sometimes when math teachers teach chapters and units, there so much in there, hard to get all of the pieces covered. If the chunks could be broken up, looking at whole RTI piece where everybody gets this piece, that it's more little, more doable, students would feel more success if they could see the end vs. how long is it going to take for us to do this. //
 * Vision Requirement 50: DESIRE TO HAVE CURRICULUM BROKEN UP INTO SMALLER TIERS **

// I think when I was thinking this it is along the lines of formative assessment and progression. It is important to find out what a student’s prior knowledge is and move the student forward from there. As opposed to when we used to teach students math in isolation and hope they made the connections but finding out later that they did not make them. //
 * Vision Requirement 51: SPEND MORE TIME BUILDING ON STUDENTS PRIOR KNOWLEDGE AND EXPERIENCES TO CONNECT NEW IDEAS TO OLD **

// Require math and secondary teachers to teach at the secondary level. // // Q- that statement was because it's to benefit the students at the elementary level or the teachers at the secondary level? // // A - yes and yes, I could have written it 2 different ways. If your going to teach secondary level, you have to have x number of hours in a workshop to get certification that you have spent time with elementary students so you can clarify what you know and articulate that to a less sophisticated audience. // // This is one of the struggles with Michigan merit we don't have many electives. Most freshman are taking Algebra 1 and if there is failure at the beginning level then they have problems early on. In middle school they use an elective to help students get back on track when they have problems with math but we don’t have the time at the high school level to do that. // // I am not sure we should deal a lot with that because it is more reactive than some of the other issues mentioned here but it is an issue none the less. //
 * Vision Requirement 52: REQUIRE MATH ENDORSED SECONDARY TEACHERS TO TEACH AT THE ELEMENTARY LEVEL **
 * Vision Requirement 53: ENHANCE MATH SUPPORT SYSTEMS **

// Goes back to whole with making it worth something for them, taking math to their shop class so that they have to start measuring. // // Making it real so that they know, yes they have to do fractions in their math book, when they get to math in the real world, simple things using at home so when they get home making it useful. //
 * Vision Requirement 54: CONNECT TEXT BOOK MATHEMATIC PRACTICES TO CONCRETE ACTIVITIES **

// In an ideal world we would not have grades they would be here and would learn this and then move here and learn this. Not that they were in fourth grade and had to learn this. // // C - I'm just glad you said in an ideal world. //
 * Vision Requirement 55: STUDENTS PROGRESS AT THEIR OWN PACE THAT IS DICTATED BY THEIR LEARNING NOT BY THEIR AGE **

// We know some children are visual learners, some auditory, some learn better with repetition, we do identify things about students. I have heard teachers say this one is kind of a problem, if we pass this info along, most people don't change their learning style. We need to identify with that. //
 * Vision Requirement 56: TAKE TIME TO IDENTIFY AND TEACH TO INDIVIDUAL LEARNING STYLES **

// On that I mean in Kindergarten we use a lot of hands on manipulatives making sure they have number tiles and can represent items. Using appropriate content and then what I notice in 1st grade they have less manipulatives then in 2nd they are doing abstract math without pictorial representation. // // What I would like to see is the pictorial representation and then move to the numerical or abstract. //
 * Vision Requirement 57: CONNECT THE CONCRETE REPRESENTATIONAL AND ABSTRACT MATH STRATEGIES AND CONCEPTS **

// In the work we do, we have opportunity to sit in classrooms and watch lessons, learning going on, and often its concentrated on // // one person in the room. Fully a missing piece of ownership in lots of classrooms. //
 * Vision Requirement 58: CLASSROOM PRACTICES SHOULD HELP STUDENTS TAKE OWNERSHIP IN THEIR OWN LEARNING **

// There have been several statements similar to this. I see the generic term real world application everywhere in instruction. // // Real and relevant instruction is different to a 3rd, 4th, middle school or high school student and we need to make those connections to the students at their level. //
 * Vision Requirement 59: ALL MATHEMATIC INSTRUCTION CONNECTS CONCEPTS TO REAL AND RELEVANT APPLICATIONS **

// Relates to a lot of formative assessment. Also relation to the pd done. Interesting to see conversations amongst teachers to see what the true meaning of this is. There are a variety of expectations. If it's clear to teachers, how is it affecting the students? // // Destination should be pretty clear. //
 * Vision Requirement 60: INSURE EXPECTATIONS ARE EXPLAINED IN STUDENT FRIENDLY LANGUAGE WITH CLEAR LEARNING TARGETS **

// This comes from talking with a teacher who has a math and engineering degree regarding a student who dropped out and took // // Algebra 3 times and dropped out each time in the first semester. Then they tested the student and he knew the whole first semester content. Many students are smart and get frustrated and drop out because they know the materials but they need a way to demonstrate that they know it. Whether this is a test or another way of demonstrating their knowledge to show that they have understanding. I am not sure what that method would be. //
 * Vision Requirement 61: PROVIDE OPTIONS FOR STUDENTS TO GET CREDIT FOR PROFICIENCY WITH CONTENT NOT JUST SEAT TIME **

// Pertains to probably alternative education more than anybody, why attendance is bad. Found that typically attendance is an issue from day one. There are gaps within content that needs to be taught, those gaps need to be filled in, needs to be an extension of math class that gives those students extra time, should be in the day, not after school, a forced elective. // // I've done this with low-level readers; they're reading scores are soaring. If it means restructuring the day to meet the needs of the kids, it needs to be done. //
 * Vision Requirement 62: IDENTIFY GAPS IN STUDENTS KNOWLEDGE AND PROVIDE EXTENTION OF THE MATH CLASS TO ELIMINATE THOSE GAPS **

// When you start to teach something you show a video. If you teach linear equations demonstrate it through renting videos from 2 different stores - where would you rent them from? Introduce the concept with something that grabs them so that they can go back and refer to it when they are trying to do that problem again. //
 * Vision Requirement 63: INTRODUCE ALL CONCEPTS WITH VISUAL REAL WORLD EXAMPLES **

// Thinking not everybody does see the value in mathematics. As a way of thinking we get caught up in critical thinking, right wing activities. We don't always value the mathematical thinking. // // C- we are debating in our math dept about geometry and we have some teachers that we collaborate with and they want to cut all proof from geometry classes because it's not on the ACT and they're pushing for it. In our high school we're all fighting for math. Is a rational way of thinking and proof helps develop that thought process. If anyone has any comments about the whole geometry process, I'd appreciate your comments. //
 * Vision Requirement 64: VALUE MATHEMATICS AS A WAY OF THINKING, REASONING AND PROBLEM SOLVING **

// We need to stop thinking about certain curriculums and content areas as dispensable and stop thinking about getting rid of them when things get tight. We need to connect the content to the arts and we need to make it a requirement that all content is connected to the arts. //
 * Vision Requirement 65: FULLY INTEGRATE THE MATH CURICULUM WITH THE ARTS CURICULUM **

// More to do with Anna's comments, related to the demeanor approachability of the teacher- whether ability to inject humor. // // Personality of instructor, not saying it's the job of teacher to entertain the students, but this part subjectively requires more diversified approach to instruction because so many students don't like math. Need to see that it's fun, they can laugh, have a good time, need to know it's real world type stuff, a lot easier that it ties into their life. Fun might help with overcoming their dislike for math. //
 * Vision Requirement 66: MAKE MATH FUN! **

// When kids are selecting their electives it would be wonderful if they could choose peer mentoring. It is wonderful when students can help others and sometimes learning from a peer allows them to learn something because things are put into a different language. // // Also peer mentoring can help a student's self-esteem. //
 * Vision Requirement 67: A DESIRE FOR PEER MENTORING PROGRAMS FOR MATH CREDIT/ELECTIVE **

// Maybe some be able to take each test and have each question, a specific curriculum expectation and we could see those results come back and see where my high school didn't teach one expectation well from that data, maybe break down in districts. Taking time to take these tests- see if useful for teachers to see benefits and meet as departments to see how we can teach this better // // c - interesting that teachers in my building when preparing students for the ACT look at plan scores. They had no idea that one was a predictor of the other, for first time we started going back and looking at the data for individual kids to make that comparison. //
 * Vision Requirement 68: TAKING DATA FROM 8TH GRADE EXPLORE, PLAN AND MME AND PROVIDE RESULTS ALIGNED TO OUR CURRICULUM EXPECTATIONS **

// I am looking at this as maybe more systems being creative within the boundaries that are allowed for them. Michigan Merit // // Curriculum is at the high school level so it is hard for systems to break out of a different system and think about things they could be doing for students to take that content and organize it for students at the high school level. The system is getting in the way of that creativity. // // Q - Would you include community in the system as well? My point being that when my daughter went to grade-less report cards that there were parents who were resistant to it and it took two years of instruction to change this. // // A -Yes, because I think that parents feel that colleges will see that their child took the class (Ex. Algebra) but they may not have learned the content. Then it is the whole idea of how a transcript looks and what it should have. // // Q - You are thinking a lot of systems // // A - Right there is a whole lot that the system can take advantage of to do differently. // // Q - Are you suggesting that a 4th year senior elective - that they could be a math mentor? // // A - It does not rely on the state the district gives the diploma - but the community would have the flexibility to do things in different // // ways. // // Q- The list we got from the state said only those classes and things on the list were okay. // // A - That is a district decision not a state decision // // C- But the district makes it sound like it comes from the state. // // C - It also has to do with the order that the classes are given. It has to do with the way the requirements are. You can build in pre-algebra at the freshmen level and there is flexibility to build that in at the start. // // A - Yes, you can build that in and create the flexibility // // C - Just to clarify they could talk pre-algebra at 9th - geometry at 12th. // // A- Teach those subjects in a way that make sense to those students in your district at their grade levels. //
 * Vision Requirement 69: SYSTEMS UNDERSTAND THE FLEXIBILITY GIVEN TO THEM BY THE RULES AND REGULATIONS **

// One of my children has special needs. An IEP surprised me that general ed teachers don't get how to include kids with special needs. We have federal legislation requirements, yet those teachers have not been equipped. No wonder they are reluctant to receive those kids with special ed. They haven't been given the training to adapt to those kids. //
 * Vision Requirement 70: A DESIRE FOR TEACHER CERTIFICATION TO INCLUDE A COMPONENT THAT INFORMS AND **
 * TEACHES THEM TO INCLUDE CHILDREN WITH SPECIAL NEEDS **