All Learners Program Descriptions – 2017
Elementary Coaches Cohort- November 29, December 19, January 18, February 20, April 12 , 2017 Time: 12 – 3
MS Cohort- November 14 Time: 12 – 3, December 19 (T 9-12), January 16 (T 12-3), March 13 (T 8:30-11:30), April 3 (T 12-3) 2017
Special Ed. Group (virtual only) starting November Dates TBD-coming soon
All Remaining sessions will be decided at the meetings for a minimum of 5 sessions per group.
*Note: October meetings for informational purposes are optional and include: MS October 10 and Elem October 26 12:00 – 3:00
To Register, please e-mail firstname.lastname@example.org with the information below for each member of your full team. Please indicate the group or groups that each member will be attending.
Group(s) Attending: Elementary Coaches Cohort, MS Group, Special Ed. Group
Purchase Order #: if this is not available yet please enter “pending”
Cost: To cover the cost of facilitators and facilities, we are asking districts who participate to contribute to the project based on the following payment schedule:
|# of participants||1-3||4-6||More than 6|
This is the total cost per district/school per year. If a district would like to participate but does not have funds available, please contact John email@example.com to see if arrangements can be made.
The All Learners Project (ALP) is a group of teachers, coaches, administrators and a person or two from higher education, who are dedicated to the proposition that all students can learn math. While we acknowledge the importance of cultivating a growth mindset to support students, we also feel that there is more pedagogical work to be done. We believe there is specialized instruction that makes math learning more available for children who have tended to be less successful with math. Included in our approach is a deep understanding of relevant math content, a consistent, informed use of formative assessment (such as CRAs and/or Formative Probes), the use of both inclusion and differentiation approaches (often using Math Menu or Math Workshop), and an emphasis on understanding student thinking (rather than making students understand teacher thinking) as the basis for learning.
Another key component of ALP is the use of design engineering to constantly improve instruction. Participants in ALP investigate a variety of instructional approaches to answer specific pedagogical questions related to the central ALP goal – success for all learners. Sometimes these investigations are about trying new settings or formats within the lesson. Sometimes they are about testing approaches to create deeper or more meaningful participation by everyone. There is always a question to investigate and the results are shared within our group.
The Elementary Coaches Cohort will include new schools or districts that wish to build an ALP program using materials/techniques such as Formative Probes, Math Menu, or Clinical Interviews. This cohort with be built from coaches at participating schools. The Middle School Group is a new group that will be made up of middle school math teachers from Vermont, Maine, and Maryland. This group will take the High Leverage Concepts approach – along with investigations around Math Menu – into the middle grades. Finally, The Special Education Subgroup is a group that will be made up of teams of educators (SpEd, classroom, paraprofessional). This group will investigate a variety of methods for creating greater equity and success for students on IEPs.
How you can participate
Schools or districts can decide to participate in one or more groups (see cost schedule below). There are requirements for membership in each of the groups. Participation means that teachers (or coaches) will be involved in group meetings once each month for three hours. In addition, all participants will investigate pedagogy and report their findings back to the group. An important component of the All Learners Project is a rapid cycle of continuous improvement. We attend to this through our monthly meetings. At the end of the year, teachers and coaches will be invited to share important findings at a yearly conference (more on this later).
ALP is a grassroots organization. It is not funded by any large federal grants and represents a true educational collective. We have organized the groups with specific requirements (see below). To participate, districts will provide appropriate group members (coaches, or middle school teachers or SpEd teams) to participate in monthly online meetings. These meetings will include professional development, work on pedagogy investigations, and sharing of findings in the field. The meetings will run about three hours each month and continue throughout the school year. We will set a date for each meeting, but we understand that schedules are difficult to coordinate. In the event that your group can’t make the scheduled meeting, we will arrange to meet with you at a more convenient time. While the benefits of having everyone together are important, we understand that this is not always possible.
Elementary Coaches Cohort (C1)
The Elementary Coaches Cohort (C1) is open to math coaches who will help organize and support math instruction for all learners at their schools. This group will learn how to organize and run weekly PLC meetings to support teacher use of formative assessment. They will deliver and interpret the High Leverage Assessments, learn to use Formative Probes, and help teachers implement Math Menu. Many coaches have already done some work with Math for Struggling Learners or with the Ongoing Assessment Project. For those who have not, information and coaching will be provided.
The goal for this group is to help coaches move their schools toward 100% of students demonstrating understanding of High Leverage Concepts – those concepts that are key learning at a grade level and predict success in the next grade. Schools/districts that complete C1 will be eligible to join the Continuing Cohort the following year.
Middle School Group
In response to requests from middle school teachers ALP is starting up a new Middle School Teachers group this fall. As most middle schools do not use instructional coaches, and as many MS teachers are content specialists, this group will be comprised of MS math teachers from all three states in the project. PD in this group will focus on remediation with fractions and proportional reasoning.
The goals for the Middle School Group are to investigate the implementation of Math Menu at the middle level. This group is also charged with creating a workable set of High Leverage Concepts for grades 6-8. The meetings will include some previous work done last year with new perspectives from members in Maryland and Maine.
Special Education Subgroup
The Special Education Subgroup is an offshoot of the original All Learners team that is digging into one of the core issues around math learning. We say (a lot) that “All means all” and teachers have put serious efforts into realizing the goal of access and high performance for every student, even in the first year.
During the first year of the project, teachers have learned how to differentiate mathematics practice and reflection during Math Menu (or “Menu Lesson” as our Maryland colleagues call it). Now we have begun to grapple with how to meaningfully include students with severe learning challenges in our full group main lesson. The Subgroup is tasked with exploring techniques for productive discourse and inclusion for students on IEPs. Several of us believe that the in-the-field research we do on this topic will have implications for the Main Lesson for all of us.
A second, and equally important, goal for the Subgroup is to explore the ways that Special Educators, Classroom teachers, and paraprofessionals can work together to support all learners. To do this, we’re asking school/districts that participate to send teams: Special educator – classroom teacher – paraprofessional, to monthly meetings.
Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.