Standard L.2. Advancing Implementation of Ambitious and Equitable Mathematics Instruction and Assessment

L.2.a. Sustaining use of ambitious and equitable mathematics teaching practices

Through their collaboration with educators, whom may or may not have preparation in teaching mathematics, EMSs work to ensure responsive instruction and assessment that equitably engages each and every student in solving and discussing learning tasks that draw upon existing understandings and promote deep, well-connected mathematical understandings, reasoning, and problem solving. EMSs help educators make sense of mathematics content and practice standards in ways that support them in identifying key “look fors” in understanding and actions (e.g., realizing students may return to using direct modeling strategies as they move from work with whole numbers to decimals; noticing the difference between explanations that focus on “how” and those that extend to the “why”). EMSs establish and maintain a focus on ambitious and equitable teaching by working with educators one-on-one or in grade-level teams as they: anticipate student thinking; implement mathematical routines, tasks, and activities; and reflect on the effectiveness of their instruction.

EMSs support the use of instructional materials and students’ multiple knowledge resources (e.g., mathematical, language, culture, family, interests) as a basis for relevant, meaningful, and responsive mathematics instruction. Some EMSs work within systems that have policies related to curriculum implementation fidelity and pacing requirements. At times these policies may pose challenges for responsive instruction, and EMSs help educators use their agency to productively navigate potentially conflicting messages. Finally, EMSs are mindful that learning and implementing new ways of teaching happens over time, and they provide ongoing and “just-in-time” support to educators as they try on new approaches and make shifts toward more ambitious and equitable practices (103).

L.2.b. Promoting asset-focused use of formative and summative assessments and data 

EMSs recognize the importance of noticing and naming the strengths students possess and demonstrate through classroom-based formative assessment. With an interest in documenting these assets, EMSs potentially redesign assessments to draw out student thinking and invite multiple strategies to represent that thinking. They understand the importance of deeply understanding students’ thinking, so instead of relying solely on formal written or computerized assessments, they support educators’ use of observations, one-on-one conversations, and whole-class discussions as additional evidence of student understanding (i.e., content understandings, strategies, practices and processes) (104). EMSs assist with the systematic documentation and reflection on information gathered through both formal and informal assessments and partner with educators to collectively consider what they know about students' understandings and what they may still need to learn.

EMSs support educators as they responsively use information gathered through formative and summative assessments, which may include tests, quizzes, performance assessments, portfolios, and student reflection on their learning and growth (see Pedagogy Standard P.4). EMSs recognize the power of collaborative analysis of student work samples and use such work to support continuous improvement in instruction (105).

L.2.c. Using summative assessment data for mathematics program improvement

EMSs are positioned to engage in grade level and potentially school- and district-wide decision-making on the use of summative assessments, including assessments developed by the district as well as those created externally (e.g., benchmark assessments, state-mandated assessments, progress monitoring tools). EMSs understand the problems with using language like “learning gap” and “achievement gap” and instead position observed differences as an “opportunity gap (106).” Using asset-based views, they participate in their school’s or district’s analysis of summative assessment results, make appropriate interpretations, and deliberately frame dissemination and communication with teachers, families, and community members in clear and understandable ways. 

EMSs use student summative assessment data to evaluate and modify mathematics programs at a variety of levels, including grade, school, and district. They understand the limitations and biases of summative assessments and strive to use and support others in using tools and strategies that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for all children (107). Further, they understand the importance of assessment validity and reliability. They also understand and will challenge, as necessary, existing structural barriers grounded in assessments that limit and exclude children’s access and opportunities to learn meaningful mathematics, including high-stakes standardized assessments and readiness measures that lead to the labeling and sorting of children, resulting in segregation, marginalization, or privilege (108).