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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

Using Data to Drive Instruction

Mathematics Instruction Monitoring for BSICS

To ensure the highest quality of mathematics instruction, data collection and analysis will occur every two weeks. The processes data points are: Lesson Internalizations, Observations/Video, Debriefs, PD. The Outcome data are Cool Downs, 99Math, iReady, Beginning/End of Unit Assessments.

Coachee Highlights

Mama Christa

Mama Christa's data has improved significantly year-over-year. She is consistent in following the department's required instructional routine. She utilizes her TA, Mama Mar, effectively and efficiently. She plans and is proactively engaged in the coaching process - reaching out for feedback and questioning her observation scoring.


In most of Unit 2, she averaged 80% on the cool downs.  Further, she is intentional about student discourse, in particular Type II IAR problems that she consistently incorporates into her lessons.

Baba Jaylen

There has been a significant improvement in Baba Jaylen's instructional routines. On the TRU Framework Observation Rubric he currently leads all other teachers.  Compared to last year, his exit ticket data is up by almost 200%.  He is more intentional about planning, with a heavy focus on student discourse. Like Mama Christa, Baba Jaylen is following the recommendations from BSICS Way of doing math and the required instructional routines.

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

Coaching Analysis

Analysis of Teacher Performance Using the TRU Math Framework (Sep -vs- Semester I)

This analysis will look at comparative data from September and all of Semester One. The results are: 


  1. Lesson Objective: 3.00 to 3.44
  2. Do Now/99Math: 3.78 to 4.25
  3. The Mathematics: 1.67 to 2.09
  4. Cognitive Demand: 1.63 to 2.19
  5. Equitable Access: 2.58 to 3.02
  6. Agency, Ownership, & Identity: 1.33 to 2.57
  7. Formative Assessments: 1.38 to 1.69
  8. Manipulatives: 1.13 to 2.41
  9. Small Group: 0 to 2.19


Summary:

Across the first semester, we saw notable growth in all five domains of the TRU Framework. Lesson Description improved from 3 to 3.44, reflecting clearer and more connected lesson designs over time. Do Now/99math increased from 3.78 to 4.25, demonstrating greater effectiveness in engaging students at the start of lessons. The Mathematics showed improvement from 1.67 to 2.28, signaling a shift toward more coherent and connected mathematical content, though this remains a growth area. Cognitive Demand also rose from 1.63 to 2.33, indicating better alignment with tasks that challenge students intellectually, though further focus is needed to consistently maintain high-rigor activities. Equitable Access increased from 2.58 to 3.02, suggesting enhanced strategies to ensure all students have opportunities to participate meaningfully in learning.


The most substantial growth was observed in Agency, Ownership, and Identity, which leapt from 1.33 to 2.57, reflecting progress in fostering an environment where students feel empowered in their learning. Formative Assessments improved modestly from 1.38 to 1.69, highlighting the need for more intentional checks for understanding. The use of Manipulatives saw a significant rise from 1.13 to 2.41, indicating increased incorporation of hands-on tools to deepen understanding. Finally, Small Group Instruction, which started at 0, reached 2.19, showcasing a focus on differentiated instruction and targeted student support.


Focus for Semester 2

While the first semester brought meaningful gains, there is still work to do to strengthen Cognitive Demand, Formative Assessments, and The Mathematics. For Semester 2, our focus will be on designing lessons that maintain high rigor, improving the use of formative assessments to guide instruction, and ensuring students engage with challenging mathematical tasks. Additionally, we'll continue to build on the progress in Agency, Ownership, and Identity and Small Group Instruction, prioritizing student-centered approaches that empower learners and provide equitable access to rich, meaningful mathematics.


Next Steps for Teacher Inservice

  • Take Grade Level Assessment
  • Review Cool down Data


Targeted Supports & Coaching

  1. Modeling Lessons
  2. Co-Planning
  3. Co-Observing with Principals
  4. Reviewing Data

TRU Framework

Cool Down Data 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.

    Weekly Principal Support Checklist - TQR

    Lesson Internalizations

    Lesson Internalizations

    Lesson Internalizations

    Check weekly to make sure turned in; spot check for quality.

    Observation/Debrief

    Lesson Internalizations

    Lesson Internalizations

    Observe and debrief with at least one teacher per day.

    Co-Observation/Debrief

    Lesson Internalizations

    Co-Observation/Debrief

    Observe and debrief with one teacher per week with coach.

    Digital Cool Downs

    Digital Cool Downs

    Co-Observation/Debrief

    Check weekly to make sure theiy'rebeing done.

    iReady

    Digital Cool Downs

    iReady

    Check weekly to make sure theiy'rebeing done.

    IMPORTANT BSICS MATH DEPT DOCS

    BSICS Mathematics Handbook (pdf)

    Download

    BSICS Math PD August 5 - 9, 2024 (pdf)

    Download

    BSICS IM Pacing 2024-25 (pdf)

    Download

    TRU Framework Rubric (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers Kindergarten (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 1st (1) (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 2nd (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 3rd Grade (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 4th Grade (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 5th (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 6th (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 7th (pdf)

    Download

    BSICS Imagine Learning Curriculum Unit Openers 8th (pdf)

    Download

    LINKS TO PLATFORMS

    Fluency

    Observations

    Curriculum

    Platform to practice math fluency in a fun and competitive way.

    99MATH

    Curriculum

    Observations

    Curriculum

    The digital version of the Illustrative Mathematics curriculum.

    Imagine Learning IM

    Observations

    Observations

    Benchmark Assessments

    Platform for teacher management and coaching; videos and debriefs.

    Schoolmint

    Benchmark Assessments

    Benchmark Assessments

    Benchmark Assessments

    Platform for administering benchmark assessments and standards mastery.

    iReady

    IAR Prep

    Benchmark Assessments

    IAR Prep

    Platform for test prep problems by standard and evidence statement.

    Digital Library

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