Signed in as:
filler@godaddy.com
NCTM
A team of ten attended the NCTM conference in Kansas City, MO.
The Math Team had an inspiring and thought-provoking experience at the NCTM 2025 Conference in Kansas City, MO. We engaged with sessions that tie closely to the work we're doing at BSICS, saw best practices in action, and some of us engaged with innovative strategies to enhance math instruction across all grade levels and disciplines. A major theme throughout the conference was the power of student discourse—making thinking visible through discussion and collaboration to deepen mathematical understanding - work that ties directly to TODD.
We discovered tech tools like Padlet.com for fostering discourse and Snorkl, an AI-driven feedback system that helps students verbalize their problem-solving process and refine their mathematical thinking.
A key takeaway was the importance of productive struggle—teaching students how to persevere through challenges, rather than just arriving at the correct answer. We discussed practical strategies that support students in building deep, lasting math comprehension. We also reflected on how students progress through mathematical development:
K-2: Novices (Giri So)
3-5: Apprentices (Benne So)
6-8: Interns (Bolo So)
9-12: Residents (SoDayi - the Clear Word)
Key Points from Notes
To enhance engagement and reinforce foundational skills, we’re excited to introduce more board games and multisensory activities into our lessons. We’re also considering ways to ensure The Way—our instructional approach—is systemic and consistent across K-8, while also exploring incentives to celebrate student progress on assessments like I-Ready and IAR.
Another critical insight was the role of metacognition—helping students think about their thinking through modeling, discourse, and structured problem-solving strategies like RAFT (Role, Audience, Format, Topic). We also emphasized the need for UDL (Universal Design for Learning) principles, ensuring multiple means of representation, engagement, and expression so all students can thrive.
Looking ahead, we plan to:
Strengthen student discourse in all math classrooms
Implement AI-driven tools like Snorkl for real-time feedback
Incorporate more manipulatives and real-world problem-solving
Explore improved technology access for primary students
Align our math instruction systemically from K-8
This conference reinforced much of the great work already happening in our classrooms, while also challenging us to reimagine, revitalize, and make learning relevant for all students. We’re excited to apply these insights and continue fostering a love of math at BSICS!
T6 Initiative - Standards & MPs
Teachers have identified their top 6 performers and workers to meet and exceed expectations. BSICS does well with novice reduction, however, we have not been doing as well with moving our students that are starting "close to" or "on" grade level.
Teachers held meetings with parents and students, provided resources to practice, and have been working on both the standards and all 8 mathematical practices in order to score well on Type II and Type III IAR problems.
Pacing
How do we get back on pace?
Although we are further alone in the curriculum at this time than any other school year at this same time, we are about a month off pace. In order to cover enough content to get back on pace, teachers must use the "Block Schedule" model in the curriculum.
Observation Data
The TRU Math Framework
Each math teacher at BSICS is observed weekly using the TRU Math framework to assess the quality of mathematical instruction. Observations include a video recording of the lesson, which is reviewed during a debrief session between the teacher and coach. The TRU Math framework focuses on ensuring rich mathematical learning environments by evaluating factors such as cognitive demand, student agency, and equitable access to mathematical ideas.
All observation data, including videos and debrief notes, are stored securely in SchoolMint at grow.schoolmint.com for ongoing tracking and support of teacher growth and instructional improvement.
Focus for Semsester:
- The Mathematics: This dimension looks at the extent to which the content is connected, coherent, and allows students to develop a deep understanding of mathematical principles. It also considers how well the lesson provides opportunities for students to engage with the content meaningfully, explore relationships, and apply their knowledge in different contexts.
- Cognitive Demand: This dimension emphasizes the importance of challenging students intellectually, encouraging them to grapple with complex ideas, make connections, and justify their reasoning.
- Student Discourse: Focusing on The Mathematics and Cognitive Demand naturally leads us to prioritize rich student discourse in the classroom. This dimension examines how well students are encouraged to articulate their thinking, collaborate with peers, and engage in meaningful mathematical discussions. It emphasizes creating a classroom environment where students are not only solving problems but also explaining their reasoning, asking questions, and critiquing the reasoning of others. Through structured and intentional discourse, students deepen their understanding of mathematical principles, refine their thought processes, and build confidence in their ability to communicate complex ideas.
When lessons prioritize The Mathematics and maintain high Cognitive Demand, student discourse becomes a powerful tool for learning, as it allows students to explore diverse perspectives, solidify their knowledge, and connect abstract concepts to real-world contexts.
For Semester 2, we will continue to ensure our classrooms are spaces where students’ voices are central to the learning process, driving inquiry, discovery, and a deeper appreciation for the beauty and utility of mathematics.
Summative Observation Data
Supports from Principals
Observations
After forwarding a debrief and asking Mama Nakia for support, a BASA teacher more than doubled their observation score. Mama Nakia met with the teacher to go over instructional routines. Mama Nakia and I then met prior to the lesson to discuss the observation in question, my preplanning with the teacher, the teacher's concerns, and what we wanted to see. We then observed the lesson together and debriefed afterwards. I was then able to debrief alone with the teacher to share the growth and push on the use of manipualtives to increase student thinking.
Lesson Internalizations
Weekly checks to make sure they are being done to meet the expectations of TRU framework.
Timing & Pacing
We must keep a close eye on pacing. Some are on pace, 5th grade for example, and others are off.
Assessment Looks
There has been improvement, yet, we still have more work to do to be consistent.
Joint Debriefs
Periodically debrief with the coach and teacher.