Teaching Partnerships for Mathematics Achievement: Implementing Math Language Routines
Are you looking for more strategies to help students in grades 4–9 learn complex mathematics? If so, grab a teaching partner and come to learn how to implement instructional routines that lead to lasting learning. Math Language Routines are thinking and communication structures that promote success for students with disabilities and all students. Students benefit because they can apply these ways of thinking and interacting throughout their mathematical career and beyond.
The professional learning series will feature Cecilio Dimas from the Silicon Valley Math Initiative, an expert in successful implementation of Math Language Routines. Mr. Dimas will lead participants through learning experiences that utilize three of the Math Language Routines: “Collect and Display,” “Compare & Connect” and “Three Reads.” You will gain practical strategies that you and your teaching partner can use right away in your classrooms.
Program Structure:
Two days of in-person training
Two follow-up webinars to support implementation
On-site coaching support from ADE Exceptional Student Services Math Specialists
* A travel stipend may be issued for participants traveling more than 51 miles to get to the training site for the in-person sessions. Information regarding travel stipends for participants from eligible public education agencies will be provided once registration is completed.
Program Requirements:
Two teachers, one general education teacher and one special education teacher, who teach in the same building must apply together.
Each teacher must be teaching students within grades 4–9 for the 2024–2025 school year.
Participation in the training series must be approved by the site principal and special education director.
Please e-mail Rob Hilliker to learn more about the Teaching Partners Learning Series.
The following virtual sessions are offered via Zoom and are free to attend. Click the session link to view the session description and to pre-register.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience this instructional routine and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Come to this session to learn how to help all students work with word problems. When students engage in Math Language Routines (MLRs), they develop language skills and learn meaningful ways to engage with mathematics. In this session, you will experience two MLRs and learn how to implement them effectively.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience this instructional routine and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience this instructional routine and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Note: Accommodations must be requested at least one week in advance of the webinar. Sessions will not be recorded. It is strongly recommended that you use a computer to access the webinar to enable participation in the session.
The Exceptional Student Services Data Management team will host the next live Special Education Data Updates webinar on Wednesday, April 17, 2024, from 2:00 to 3:00 pm.
The Arizona Department of Education (ADE) will soon apply for federal funding under the Individuals with Disabilities Education Act (IDEA) for the period of July 1, 2024, through June 30, 2025. This application document serves as the basis for the operation and administration of activities to carry out the requirements of Part B of the IDEA. As part of the public participation process set forth in the IDEA Part B regulations at 34 CFR § 300.165 and in Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a), the State must publish its Federal Fiscal Year (FFY) 2023 IDEA Part B Application and allow public comment.