Counted Out at DuSable Museum
A Day of Math, Legacy, and Inspiration: BSICS Students Shine at the DuSable Museum
On December 3rd, students from both the BASA and BSA campuses had the incredible opportunity to visit the historic DuSable Museum of African American History to experience the thought-provoking film Counted Out. This memorable field trip brought together our 6th-8th grade scholars, along with their teachers and teaching assistants, to dive deep into the vital role mathematics plays in our lives and our history.
Our day began with an introduction to the rich legacies of the DuSable Museum & Haki and Safisha Madhubuti, whose contributions to the museum were highlighted by their Education Director. Their work set the stage for an engaging conversation that connected culture, history, and the power of math.
Counted Out was more than a film—it was a call to action. Featuring powerful figures like Alan Schoenfeld, creator of the TRU framework, and the legendary Bob Moses, founder of the Algebra Project, the film explored how mathematics can be a tool for justice, empowerment, and societal change. The discussions that followed were electric. Students and teachers alike discussed the film’s key themes, shared insights, and reflected on the importance of math in building a brighter future for our communities.
Adding a layer of excitement, Baba Jared energized the room by offering monetary prizes to students who could answer challenging questions about the film’s themes and messages. Our brilliant scholars rose to the occasion, showcasing their knowledge and earning well-deserved applause.
This trip wasn’t just about watching a movie—it was about deepening our understanding of how math intersects with our culture, history, and future. It was about inspiring our students to see themselves as change makers, capable of using math as a tool to make a difference.
This experience at the DuSable Museum wasn’t just a field trip—it was a journey into the heart of why we learn math and how it connects us to our collective legacy.
Here’s to the power of math, history, and the incredible potential of our students to create change!
Mama Assata
iReady 3rd at BASA
Mama DeMaria
At the BASA campus, Mama DeMaria has decreased the percentage of students that were two or more grade levels behind from 48% to 16% (12 students to 4 students). At this pace she is in a great position to move all students on grade level by EOY. she as already identified the areas to address for improvement and we discussed how to pivot with 99math to accomplish the goal.
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 November:
- 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.
Cognitive Demand
How Do We Get Students to Have Cognitive Demand?
During Prebriefs & CoPlanning the work is in getting teachers to allow students to do most of the work; to use incorrect responses to understand student thinking; to provide clear instructions and then get out of the way; to allow productive struggle.
Student Discourse
When observing for Cognitive Demand, I'm listening for student discourse to see if students are using the language of mathematics; applying the Mathematical practices; are making mathematical connections; and are understanding the standard.
Conceptual Understanding
We want students to have a conceptual understanding of concepts before and during the procedural understanding phase. This is done by having students work and think independently and in groups without guidance from teachers.
Summative Observation Semester One
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.