Math Success for All - Focusing the Improvement Team

Implementation Guide -

Focusing the Improvement Team

About This unit

This unit is designed to help improvement teams begin working on understanding their system and themselves prior to formalizing their understanding and planning implementation.

Goals

Through Unit 0.1, participants will:

Examine their context by digging into data, completing reflections,and empathy interviews
Understand how improvement science is different from evidence based practice.
Examine how their current mindsets align with the three required mindsets from MSFA

Big Ideas

Addressing the problem of low achievement in math for students with disabilities requires an examination of the system as a whole.
Just as teachers know and support their students, we just know and support our teachers with their own variability.
Through improvement science, we can adequately address our problem and its particular characteristics specific to our context rather than applying a general practice.
We must look internally to our own mindsets before addressing the mindsets and workings of our system.

Implementation Overview

Unit 0.1 - Focusing the Improvement Team
Unit 0.2 - Understanding the Problem
Unit 0.3 - Developing a Plan

Professional Development Preparation

"A poorly implemented improvement plan can be worse than no improvement at all because it in essence salts the ground for future work in that area. Any future project will have to work twice as hard to make up for previous bad impressions."

Unit 0 Google Folder

Unit 0 Workbook

All Slides

Link to Canvas Commons Course 0

Unit 0 Facilitator's Guide

Implementation Project Template

MSFA Module 0.1 - Seg 2

Empathy Interview Tips & Questions

Empathy Interview Protocol

Brene Brown on Blame

The Myth of Average

California's Special Education Landscape

Ladder of Inference and Implicit Bias

Sample Surveys

Initial Admin / TOSA Survey

Initial Teacher Survey

MSFA Module 0.1 - Seg 3

Atul Gawande Ted Talk

MSFA Module 0.1 - Seg 4

Team Norming Worksheet

For Facilitators: A Perspective on disability simulation activities

Team Norming

A major part of this work is breaking down the silo walls between our general education departments and special education departments, and that extends to the organization that is delivering this professional development series. Prior to even considering for whom providers would facilitate this professional learning, they must first examine their mindsets, beliefs and practices related to the following:

What is adult learning theory and what are the most important implications for professional learning?
What are the achievement capabilities of students with disabilities?
What does inclusive education mean?
What should collaboration between general education and special education teachers look like?
How much should teachers utilize individual student IEPs versus utilizing the principles of Universal Design for Learning (UDL)?
What is mathematics and what makes a successful mathematics student?
1. What is number sense and how is it cultivated in students?
What is inquiry learning versus direct instruction and what place do either have in instruction?
How are tasks created / modified to allow access for all students?
What are the major components of Universal Design for Learning (UDL)? What are your interpretations of the identified main foci from the three pillars of UDL that the series emphasizes?
1. What are your philosophies regarding: Vocabulary development
2. What are your philosophies regarding: Emphasis on high level structures and strategies
3. What are your philosophies regarding: Goal setting with students and communicating lesson objectives with students
4. What are your philosophies regarding: Any other additional UDL guidelines or checkpoints that individuals in your team may feel strongly about

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