Bringing Out The Math Genius in Black Children
Reimagining Mathematics Activities to Increase Black Students' Engagement
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.
Using PD time on Wednesdays to work collaboratively on internalizing lessons, reviewing student data, and doing the math.
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 October Based on September's Data:
During CoPlanning & Through Modeling the teacher opened the unit with a culturally relevant lesson on African fabric and proportions. He then moved towards relating proportional relationships to making cookies and adjusting recipes while maintaining the constant of proportionality.
The "Mathematics" calls for teachers to develop tasks that are applicable to the real world, have a high degree of rigor, and provide opportunities for students to deal with math in a meaningful way.
When teachers deliver on the "Mathematics", students are able to grapple with complex ideas, make meaningful math connections, and understand math's role in real life - they have cognitive demand of the content.
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.
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.
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.
Following the September Data Look, the focus for 3rd - 8th Math Observations has been on The Mathematics and Cognitive Demand. The results are:
Reducing the focus areas has allowed the team to zoom in on the key metrics that will lead to student proficiency. The goal is to get 80% mastery on all Digital Cool Downs. This happens when teachers are planning and prepared; when students are able to grapple with the math; and teachers are doing the math to anticipate misconceptions. It should also be noticed that the greatest increase came from the use of Manipualtives.
We have three of the six grades on path to reach an average of 80% mastery on the exit tickets (digital cool downs). One of these teachers is struggling professionally, but is very strong with content knowledge. The other three teachers are preparing for their lessons, using data to drive instruction, seeking feedback after hours, and implementing best practices as advised. At one campus teachers are not frequently assigning the digital cool downs and aren't grading them.
How are we using data to drive results?
Teachers should be assigning digital cool downs daily - following every lesson. These assessments should then be graded within the platform. This allows all stakeholders to immediately see how well students are understanding the standards/objectives. Further, the teacher should be using the Digital Library and the IAR Practice Books.
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.
Weekly checks to make sure they are being done to meet the expectations of TRU framework.
We must keep a close eye on pacing. Some are on pace, 5th grade for example, and others are off.
There has been improvement, yet, we still have more work to do to be consistent.
Periodically debrief with the coach and teacher.
Check weekly to make sure turned in; spot check for quality.
Observe and debrief with at least one teacher per day.
Observe and debrief with one teacher per week with coach.
Check weekly to make sure theiy'rebeing done.
Check weekly to make sure theiy'rebeing done.
BSICS Mathematics Handbook (pdf)
DownloadBSICS Math PD August 5 - 9, 2024 (pdf)
DownloadBSICS IM Pacing 2024-25 (pdf)
DownloadTRU Framework Rubric (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers Kindergarten (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 1st (1) (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 2nd (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 3rd Grade (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 4th Grade (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 5th (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 6th (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 7th (pdf)
DownloadBSICS Imagine Learning Curriculum Unit Openers 8th (pdf)
DownloadThe digital version of the Illustrative Mathematics curriculum.
Platform for teacher management and coaching; videos and debriefs.
Platform for administering benchmark assessments and standards mastery.
Platform for test prep problems by standard and evidence statement.
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