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Several years ago, I had the opportunity to partner with Astrid Fossum, Senior Math Specialist at Student Achievement Partners, on a topic we’re both passionate about -- catching kids up in math. We were motivated to help middle and high school math teachers find practical and effective solutions to a challenge they face every day in the classroom: what to do when students have significant unfinished learning from previous grades. Based on our individual experiences, conversations with math teachers, and countless classroom observations, we knew teachers and leaders were seeking guidance about best-practices related to math interventions. Listen in to hear common missteps schools make, recommendations for what to do instead, and examples to help shed light on the complex decision-making process teachers must go through to support students where they are while moving forward with grade-level content.
Summary & Highlights:
In this episode, Chrissy talks with Astrid Fossum, Senior Math Specialist at Student Achievement Partners, about their work together around unfinished learning and math intervention. In their conversation, Astrid and Chrissy share:
the meaning of “shifts-aligned math intervention”
why they decided to partner together on the topic of math intervention
math content examples to illustrate why all unfinished learning should not be treated the same
common missteps schools make with math intervention and recommendations of what to do instead
a word of caution around the use of diagnostic assessments
what we can learn by listening to students and why it’s important
considerations when talking with students about their data / tracking data