(Mi)^2 Update June 2017
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In This Issue:

Partner Highlight: Michigan Council of Teachers of Mathematics (MCTM) Annual Institute and Conference

The 68th Annual MCTM Institute and Conference will be held July 25–27 in Traverse City at Traverse City West Senior High School. 

Institutes include half-day sessions on:
  • Formative Assessment, with Margaret Heritage
  • Common Core State Standards for Mathematics (CCSSM) and Next Generation Science Standards—Synergy and Intersections in Middle and Upper Grades, with Joe Krajcik and Kristin Bieda
  • Building Thinking Classrooms, with Scot Acre, Shawna Veit, Kya Brown, and Kate Fanelli
  • The Tension between the M and S in STEM, a panel discussion moderated by Scot Acre
  • STEM to Develop Mathematical Understanding, with S. Asli Özgün-Koca
  • Algebra 1 in 8th, 9th, and 10th Grade: Formative Assessment, with Ann Marie Nichol-Turner and Valerie Mills
Topic strands for the conference include STEM/STEAM, formative assessment, meeting the needs of accelerated/advanced students, meeting the needs of struggling students, integrating technology/robotics/computer science, and coaches/consultants.

Keynote speakers include Margaret Heritage, who will speak on formative assessment, and Jason Zimba, a lead author of the CCCSM. Registration and session descriptions are now available on the MCTM Annual Conference webpage.

Foundations of Math

Two sites have been selected to be implementation sites beginning during the 2017–2018 school year. Thank you all for your continued interest and support of this work.

During the 2016–2017 school year, our first two implementation sites have completed the process of getting local instructors certified and have begun implementation planning and/or implementation study cycles. We now have six certified Foundations of Math instructors in the state of Michigan. This first cohort of instructors includes dedicated lifelong learners who, during their training, developed a collaborative and supportive professional rapport and will be excellent stewards of this work in their regions.  The work these sites are engaged in is messy and dynamic as well as rewarding and informative. Thank you, 2016–2017 cohort, for all you are doing to contribute to the Foundations of Math knowledge base in Michigan and beyond.

Registration for both Foundations of Math and Foundations of Math: Teaching Students With Significant Disabilities is currently open. Applications for implementation sites are currently closed. Keep an eye on this newsletter for future opportunities to join the implementation study.

Enhancing Mathematics Instruction for Students with Disabilities

Registration is now open for the revised Enhancing Mathematics Instruction for Students With Learning Difficulties course and facilitator (re)certification. This offering (open to anyone in the state) is for participants, new facilitator certification, and facilitator recertification. New and current facilitators will participate in the full three-day revised course and stay for one extra day, focusing on facilitation and implementation to become certified.

The course is designed for teams of teachers. The target audiences are teachers in the middle grades, special educators, and upper elementary and Algebra 1 teachers. Teachers will deepen their understanding of the different kinds of difficulties students have with mathematics, with a focus on content related to expressions and equations. The course will provide an approach and strategies to support the math learning of struggling students, particularly those with learning disabilities. Course participants will also focus on ways to strengthen collaboration between math teachers and special educators.

In the three course sessions, teachers will explore multiple approaches to math problems, view classroom videos, examine student work, engage in discussion, and plan accessibility strategies.

Download the Enhancing Mathematics Instruction for Students With Learning Difficulties flyer for more information.

Information for current and future facilitators:
Current course materials will no longer be available after June 30, 2017. Current facilitators must become recertified to use the new material. The new guidelines and materials allow for a larger range of teachers, grades 4 through Algebra 1, to be included in the training sessions. Also, there are additional connections to the Standards of Practice assisting students to build a deeper understanding of mathematics.
As you read over the application information for Enhancing Mathematics facilitators, you will also see there are new expectations for facilitators to support implementation of the content in the classroom. More intentional data collection to inform course facilitation and classroom implementation will be included in facilitator certification.
(Mi)^2 still seeks teams, including one facilitator with a background in special education and one in math.  If your original facilitation partner is no longer able to do this with you, new facilitators may also get certified. New facilitators must have been through the three-day course in Michigan with facilitators who have been through the Facilitator Institute. Registration, mileage, meals, and lodging will be covered for those attending for facilitator certification or recertification.
If you are interested in becoming certified or recertified as a facilitator, fill out an Enhancing Math Facilitator Application online. Registration information will be sent upon acceptance of your application.
Questions can be directed to Jim Randall.

Delta Math

Mary Christianson-Cooper headshotEducator: Mary Christianson-Cooper, Math Consultant
District: Alpena, Montmorency, and Alcona (AMA) Educational Service District (ESD)

I was hired three years ago as the math consultant and math science center director for the AMA ESD with 75 percent of the districts already using Delta Math readiness screeners in their elementary buildings. Their initial implementation of Delta Math was led by district instructional coaches and/or Title 1 teachers organizing the online assessment process and analyzing data with teachers. This work focused on identifying small groups of students who needed support with specific readiness standards, and sometimes included conversations around possible structures to support those students, such as a Title 1 teacher pulling out groups of students from the classroom.

Over the past three years, implementation has expanded to a systematic approach to support all students. The foundation begins with a strong tier 1 curriculum taught by classroom teachers, supported with ongoing professional learning and instructional coaching in some districts. The Northwest Evaluation Association (NWEA) Measures of Academic Progress data is used to guide tier 1 practices.

Tier 2 support uses a “homegrown” classroom model led by the classroom teacher and supported by a Title 1 teacher or paraprofessional pushing in to support the system. This model grew from the “The Daily 5” literacy framework and includes three sessions per week for at least 30 minutes. Delta Math data is used to guide tier 2 practices.

I created the “Weekly 5” based on my district’s request for classroom-based differentiation focused on the Delta Math readiness standards. The pilot included a small intervention group for a single intervention cycle. The next year, I supported upper elementary teachers and created physical resource kits to support each group in the Weekly 5 described below.

Implementation of the Weekly 5 begins with sequencing the Delta Math readiness standards to provide just-in-time intervention for students who are currently not ready to learn tier 1 concepts.  For each readiness standard, the teacher uses Delta Math data to determine every student’s instructional need as intensive, strategic, or benchmark. The first group, “math with the teacher,” provides instruction and guided practice for intensive students using Delta Math tier 2 intervention lessons. The second group, “math with a partner,” provides independent practice for strategic students using Delta Math “You Do Alone” partner activities as well as self-checking worksheets I have compiled. “Math in technology,” “math in ELA,” and “math in games” provide enrichment for groups of benchmark students. Rich tasks focus on the same readiness standard to go deeper and avoid widening the achievement gap by creating a “faster and farther” mindset.

My next steps for providing Weekly 5 implementation support include professional learning communities (PLCs) led by the Title 1 teacher and instructional coaching in some districts. One of the biggest hurdles thus far has been helping teachers find time in their busy schedules to provide tier 2 math supports within their classroom. On the other hand, one of the biggest successes includes about half of the K–2 teachers running Weekly 5 reporting that the majority of their classes performed at benchmark on the winter screener! 

Productive Struggle

In Andrew Stadel’s Divisible by 3 blog, he talks about productive struggle.

In Part 1, Stadel presents a Desmos activity to internalize and reflect on productive struggle.  Users place themselves as a data point on a series of coordinate graphs in response to various questions about how they deal with struggle. Stadel shares the activity so readers can adapt or use it with their own students. The activity also has merits as an exercise for teachers to empathize with students and consider what productive and unproductive struggle means for students.
Part 2 of the blog is lengthy but offers concrete, real-world suggestions for using productive struggle with students. Readers will reflect on the difference between productive struggle, unproductive struggle, and imagined productive struggle (which is not an official term) where the person creating the experience thinks the struggle is, or will be, productive for the student, but it is not.
Part 2 also shows many peoples’ Desmos graphs, making the point that productive struggle is different for each person and that everyone struggles and gains or loses productivity at different points. Stadel concludes that productive struggle is less about the problem and more about the student experience and the teacher response.

Upcoming (Mi)2 Professional Learning Opportunities

Math Around Michigan

Macomb ISD Summer Professional Learning Opportunities
Macomb ISD has a variety of offerings for all grade levels from June to August. Topics include proportional relationships, number talks, fractions/decimals/percents, Math Recovery, and the National Council for Teachers of Mathematics’ Principles to Action.  For a list of offerings, including dates, registration, and cost, check out the Mathematics Summer Workshops flyer.

Teaching With Spatial Technology
The Michigan Society of Professional Surveyors is sponsoring a free weeklong professional development opportunity for Michigan grade 9–12 teachers. Teaching with Spatial Technology (TWIST) is designed to provide grade 9–12 teachers with meaningful and challenging lesson plans about using Geographic Information Systems (GIS) and Global Positioning Systems (GPS) in the classroom. The workshop, which will be held June 25–30 at Michigan Technological University in Houghton, is intended to provide participants basic proficiencies about some of the many aspects of spatial technology which is growing in importance in this global environment. Have a question? Email event coordinator Karol Grove.

AP® Computer Science Principles (CSP) Professional Learning Series
The Michigan Math and Science Center Network is offering the AP® CSP Professional Learning series this summer for schools offering AP® Computer Science next fall. Interested schools will submit an application to attend the five-day conference-style workshop designed to introduce the computer science concepts from the curriculum, AP® elements of the course, and core teaching practices. The series runs from July 31 to August 4, 2017. For more information, including the application for participation, visit the CSP Professional Learning Series website.

Michigan Council of Teachers of Mathematics (MCTM) Annual Conference
The 68th MCTM Annual Conference will be held July 25–27 at Traverse City Central High School.

Keynote speakers include Margaret Heritage, speaking on formative assessment, and Jason Zimba, a lead writer of the Common Core State Standards for Mathematics.

Visit the MCTM website for more information.

Save the Date: Detroit Area Council of Teachers of Mathematics (DACTM) and Metro Detroit Science Teachers Association Joint Annual Conference
The joint conference will be held in Warren at Cousino High School on Saturday, November 11, 2017. Keep an eye on the DACTM website for details as they become available.

(Mi)2 Partner Organizations


Detroit Area Council of Teachers of Mathematics (DACTM)

Detroit Area Council of Teachers of Mathematics logo
The Detroit Area Council of Teachers of Mathematics (DACTM) proactively supports Michigan math educators’ continued professional growth.

Michigan Council for Exceptional Children (MCEC)

logo for Michigan Council of Teachers of Mathematics
The Michigan Council for Exceptional Children (MCEC) is part of a national community of educators who are the voice and vision of special and gifted education.

Michigan Council of Teachers of Mathematics (MCTM)

logo for Michigan Council of Teachers of Mathematics
The Michigan Council of Teachers of Mathematics (MCTM) is the professional organization for Michigan mathematics educators at any grade level, pre-K through college.


Michigan Math and Science Center Network (MMSCN)

Michigan Math and Science Center Network logo
The Michigan Mathematics and Science Centers Network (MMSCN) collaborates with partners across the state to improve math and science teaching.

Alt+Shift, encompassing Michigan's Integrated Mathematics Initiative, is an Individuals with Disabilities Education Act Grant Funded Initiative out of the Michigan Department of Education, Office of Special Education.
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