- Who worked harder in my classroom, me or my students?
- What did I learn from my students this year?
- What new risks did I take?
- What opportunities did my students have to
concepts and content in authentic contexts, with or without the use of instructional technology?*investigate, communicate, collaborate, create, model, and explore* - What feedback do I want or need from my students to determine next steps?

Considering changes for next year? Here are some thoughts and additional questions:

*“It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much less than 10 percent a year.” – Steve Leinwand*

*“A goal without a plan is just a wish.” – Antoine de Saint-Exupéry*

- What excites me?
- What don’t I know? What professional development or new professional connections do I need?
- What SMART Goal(s) will I set for myself next year? How will I hold myself accountable to the goals I set?
- What matters to me as an educator? What can I control?
- How will I push myself to take new instructional risks outside my comfort zone?

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*A survey last month of more than 2,500 parents found that they generally rank math and science as lower in importance and relevance to their children’s lives than reading. Moreover, 38 percent of parents, including half the fathers surveyed, agreed with the statement “Skills in math are mostly useful for those that have careers related to math, so average Americans do not have much need for math skills,” according to the survey by the Overdeck and Simons foundations.*

Another key quote from the article:

*“Nobody is proud to say, ‘I can barely read,’ but plenty of parents are proud to stand up and say, ‘I can barely do math, I didn’t grow up doing well in math, and my kid’s not doing well in math; that’s just the way it is,’ ” said Mike Steele, a math education professor at the University of Wisconsin-Milwaukee who was not associated with the study…”We need to shift the mindset that math is just some innate ability that has a genetic component, and you are either a math person or you are not, to a conception that everybody can do math with effort and support … and to understand why that’s important.”*

Our words matter. Changing our own beliefs and the language we use with children around mathematics is important if we want students to succeed in this area. Jo Boaler has created and published several resources around the notion of “Growth Mindset” in mathematics to support this change. Instead of saying, *“I’m not good at math,”* what if we begin to say, *“I’m not good at math… yet!”* It gives us as adults room to grow and learn new things, too. And perhaps that’s the best model we can be for our children and young learners.

**Houghton Mifflin Harcourt Algebra 1-Geometry-Algebra 2 (c)2015****Lial Trigonometry, 11th Ed.****Precalculus with Limits: A Graphing Approach, 7th Ed.***(Precalculus & Finite Math)***Stats: Modeling the World, 4th Ed.***(AP Statistics)***Elementary Statistics: Picturing the World, 6th Ed.***(non-AP Statistics)***Larson Calculus of a Single Variable, 10th Ed., AP Edition Updated****Fundamentals of Algebraic Modeling, 6th Ed.***(Intermediate Algebra)*

For **Algebra 1-Geometry-Algebra 2 **(A-G-A), each teacher will receive the following:

- Print Teacher’s Edition
- Classroom set of 15 print student editions

All teachers and students will have a digital license (web and app access) to access the full program, including PDFs and interactive features. The teacher license includes access to all ancillary teacher resources.

For the **“electives,”** (all courses above Algebra 2, including Intermediate Algebra), each teacher will receive the following:

- Print Teacher’s Edition & teacher resources
- Classroom set of 30 print student editions

Students will have access to an eText that can be downloaded onto the iPad mini for offline access.

]]>**HMH A-G-A Adoption Training**(**May 30 & 31**@ Longmont High School or**July 26 & 27**@ LSC Timberline Rooms; 8:00 AM – 4:00 PM; 1.0 credit)**Dance Math**(Friday, June 2; 9:00 AM – 5:30 PM; Sunset Middle School Gym; 0.5 credit)**– CANCELED!****Desmos.com**(Wednesday, June 7; 8:00 AM – 4:00 PM; LSC Timberline Rooms; 0.5 credit)**Developing Number Sense & Proportional Reasoning in Grades 6-8**(June 8 & 9; 8:00 AM – 4:00 PM; LSC Evergreen Room; 1.0 credit)**– CANCELED!****You: The Mathematician**(June 13-15; 8:00 AM – 4:00 PM [8 AM – 12 noon only on June 13]; LSC Evergreen Room; 1.5 credits)**IMP 1 & IMP 2 Training**(July 17-21; 8:00 AM – 4:00 PM; Silver Creek High School Room E206; 2.5 credits)

- 2016-2017: Review & evaluate candidate programs; determine one program for pilot
- 2017-2018: Pilot selected program in 1-2 classrooms per school
- 2018-2019: Implement selected program in all St. Vrain classrooms

Click here to see the adoption committee’s meeting notes and resources associated with this process.

]]>(1) **The role of student-driven questions.** Teacher questioning is important in facilitating classroom discourse and making important connections, yet we oftentimes leave *students* out of the question posing process. Fostering Student Questions: Strategies for Inquiry-Based Learning and Creating a Culture of Inquiry offer some ideas and protocols on how to develop a culture of student-driven inquiry based on questions, justification, and choice. Of course, good questions come from good tasks and learning experiences crafted by teachers. This is where the distinction between ** problems **and

(2) **Intentional Focus on the Standards for Mathematical Practice.** While all eight Standards for Mathematical Practice are important in terms of establishing habits of mind for emerging mathematicians K-12, particular emphasis should be made on two of them if we wish to transform our mathematics learning environments:

**SMP #1: Make sense of problems and persevere in solving them.****SMP #3: Construct viable arguments and critique the reasoning of others.**

If we make strides with these specific practices, our mathematics classrooms will feel and look very different. In addition, the role of student questions fits perfectly with these specific practices. But let’s not just limit these to the mathematics classroom, as these specific practices transcend all content areas and are good habits of mind for everyone within an organization. As a school department/faculty, when was the last time the team made sense of a school problem and persevered in finding a solution? When was the last time adult discourse occurred at a department/faculty meeting around critiquing reasoning and arguments (and not the people making those arguments)? When was the last time a meeting was driven by questions posed by the participants?

If we want students to carry the cognitive load and do the mathematical thinking in our classrooms, then we have to model these actions. As teachers, do we model posing questions around a problem? Do we model perseverance in solving problems, even when a solution strategy might lead to a dead end? Do we model complete mathematical arguments using proper academic vocabulary? If students never see their teachers perform these actions, it’s a tough ask to demand of them without some frame of reference.

Still not sure what this is all about or what the vision looks like? Mark Chubb (Instructional Coach in Niagara) offers some ideas in his blog post “Quick fixes and silver bullets…” that illustrates common practices that suppress mathematical thinking.

]]>- What are the concepts of Enactive – Iconic – Symbolic?
- How do these concepts relate to other educational theories?
- How can the concepts of Enactive – Iconic – Symbolic support the development of mathematical understanding by students?

There is also a document, Development of Number Sense & Computation in Grades K-5, that provides more detail with concept progressions across grades K-5 with specific representations and references from the Common Core State Standards.

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In other words, assignments should have a mix of ** problems** and

What are the potential benefits are rethinking mathematics homework in this way?

- Students may actually complete the assignment if it is shorter in length.
- Assigning a few purposeful exercises can reduce the chance that students may repeatedly practice incorrectly without timely feedback. The assumption is that timely feedback would come in class through daily formative assessment and opportunities to practice.
- Reducing the assignment set focuses the homework review routine in class the next day to meet specific learning goals. Adequate attention can be given the to skills along with appropriate discussion of the exercises. This is much more purposeful than teachers asking, “which ones would you like to see?” The teacher gives up all control and the opportunity to build connections is lost when homework review is left up to going over randomly-requested problems from the assignment set.
- Having a couple of contextual application problems that incorporate the Standards for Mathematical Practice help students investigate non-fiction texts in math class, which is a focus of the English Language Arts standards and all other content areas. Breaking down a problem to identify what it is asking is more cognitively complex than performing the computation(s) to solve the problem. Close reading and citing evidence have a place in mathematics, too!

Instead of treating mathematics homework as a right of passage that generations of mathematics students have endured, let’s focus on quality assignments that reflect rigor, as defined within the Colorado Academic Standards (** conceptual understanding**,

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