Supporting the Expansion of Math Recovery Specialists in Michigan
A consortium application will be submitted for districts and their ISDs to support the expansion of Math Recovery Specialists.
-The project will provide MRSp training for those interested, as well as AVMR courses.
-Opportunities are also available for consortium partners to build internal capacity through the Math Recovery facilitator courses (AVMR Champion and MR Leader).
-A collaborative statewide network will support Specialists to implement the Math Recovery approach to mathematics instruction.
-Site visits will enable teachers and Specialists to experience implementation (virtual or in-person participation).
-The project will provide MRSp training for those interested, as well as AVMR courses.
-Opportunities are also available for consortium partners to build internal capacity through the Math Recovery facilitator courses (AVMR Champion and MR Leader).
-A collaborative statewide network will support Specialists to implement the Math Recovery approach to mathematics instruction.
-Site visits will enable teachers and Specialists to experience implementation (virtual or in-person participation).
Please check here often. As further clarification becomes available from MDE, this page will be updated
MDE Grant Language
MDE Grant Language
Supports for the expansion of math recovery specialists statewide through intermediate school districts.
A. Application Criteria
Per the legislation, the funds allocated to this section of the grant must support the expansion of math recovery specialists statewide through intermediate districts. These specialists must do all the following:
• Support the implementation of research-based diagnostic assessments, learning progressions, and high-quality instructional tools to help participants increase student understanding and achievement.
• Build upon the assets of math recovery in this state.
• Expand and begin to sustain the efforts specific to this state's mathematics essentials and the collaboration between the department and state educational organizations focused on increasing mathematics achievement.
Supports for the expansion of math recovery specialists statewide through intermediate school districts.
A. Application Criteria
- Eligible Applicants Eligible applicants are ISDs.
- Essential Partners At least one district partner with the percent of students below the state average on the most recent 3rd, 4th, and/or 5th-grade mathematics MSTEP.
- Targeted Activities
Per the legislation, the funds allocated to this section of the grant must support the expansion of math recovery specialists statewide through intermediate districts. These specialists must do all the following:
• Support the implementation of research-based diagnostic assessments, learning progressions, and high-quality instructional tools to help participants increase student understanding and achievement.
• Build upon the assets of math recovery in this state.
• Expand and begin to sustain the efforts specific to this state's mathematics essentials and the collaboration between the department and state educational organizations focused on increasing mathematics achievement.
Project design
Participating schools and their partner ISDs will focus on improving and reforming math instruction through implementation of Math Recovery professional knowledge and its integration with the Essential Practices for Mathematics resulting in highly effective and culturally responsive teaching and learning.
This outcome will be achieved by training Math Recovery Specialists in districts or ISDs/RESAs; and by those Specialists supporting teachers in implementing high quality math instruction.
Math Recovery Specialists from across the state will continue their learning through a statewide collaborative network. Specialists will learn:
This outcome will be achieved by training Math Recovery Specialists in districts or ISDs/RESAs; and by those Specialists supporting teachers in implementing high quality math instruction.
Math Recovery Specialists from across the state will continue their learning through a statewide collaborative network. Specialists will learn:
- How to apply their Math Recovery knowledge to support tier 1 instruction through coaching practices
- How to guide schools through the implementation stages necessary for lasting impact
- How Math Recovery work integrates with Essential Math Practices work
How does the program work?
Kalamazoo RESA will apply on behalf of any and all ISDs and partner schools that would like to participate. In the application, each partner will be listed, stating that this work (in its many forms) will occur in a school within that particular ISD.
Schools and their partner ISDs should identify a team consisting of Math Recovery Specialists and the teachers they will support. Course facilitation can be provided by another ISD, or by Math Recovery staff.
Specialists will support teachers, and attend statewide collaborative network sessions. Throughout the year the specialist will continue their learning through a statewide collaborative learning network. The network will extend their learning along multiple pathways, each designed to empower them to facilitate change and improvement in their schools. This learning will be guided by the expertise found in our coaches, consultant, and teachers in Michigan.
"Support" can be defined by the needs of the district and the capacity of the ISD.
ISD math consultants may support the project in the following ways:
Specialists learning will include implementation science, coaching for Math Recovery practices, and integration with the Essential Instructional Practices for math.
The specialist will be required to have completed the MRSp1 course, or to be registered for the 2024-2025 school year.
MRSp1 participants will need secured time to:
Schools and their partner ISDs should identify a team consisting of Math Recovery Specialists and the teachers they will support. Course facilitation can be provided by another ISD, or by Math Recovery staff.
Specialists will support teachers, and attend statewide collaborative network sessions. Throughout the year the specialist will continue their learning through a statewide collaborative learning network. The network will extend their learning along multiple pathways, each designed to empower them to facilitate change and improvement in their schools. This learning will be guided by the expertise found in our coaches, consultant, and teachers in Michigan.
"Support" can be defined by the needs of the district and the capacity of the ISD.
ISD math consultants may support the project in the following ways:
- Participate in the Statewide Collaborative Network
- Incorporate MR Specialists in coaching/coordinator roles within a local network of math leaders
- Engage in collaborative problem solving with Math Recovery Specialists and district representatives to support implementation
Specialists learning will include implementation science, coaching for Math Recovery practices, and integration with the Essential Instructional Practices for math.
The specialist will be required to have completed the MRSp1 course, or to be registered for the 2024-2025 school year.
MRSp1 participants will need secured time to:
- Complete coursework that includes approximately 9 full day learning sessions, 4 two-hour virtual sessions, and 4 one-on-one coaching sessions with the course facilitator.
- Work one-to-one with children at least three times per week. Some small group work is permissible too. Items 1 and 2 do not apply to those who have already completed the MRSp1 course.
- Participate in the Statewide Collaborative MRSp Network focused on supporting transfer of the Math Recovery approach to the tier 1 classroom.
- Attend virtual (or in-person) site visit events.
What we are asking
We would like to include all ISDs/RESAs to partner in this consortium application.
Kalamazoo RESA will be the applicant and the fiscal agent.
If your ISD and district would like to participate in the work outlined in this project, we will need to gather some information from you.
Kalamazoo RESA will be the applicant and the fiscal agent.
If your ISD and district would like to participate in the work outlined in this project, we will need to gather some information from you.
- MICIP data relating to needed improvements in mathematics
- Number of course participants to include in the budget
how can this project fit my needs?
Flexibility is built into this plan, so your district and ISD can work together to determine the right "package" to implement.
Schools and ISDs should decide together which activities and roles already exist, if people need to be identified or created, or need to be contracted to outside support (such as course facilitation). The partnership analysis tool (linked at the bottom of the page) can be a useful tool for this conversation.
Course facilitators do not need to be ISD or school staff. To allow for everyone's participation, we will contract with other course facilitators in the state, or with Math Recovery staff to provide the desired training.
Here are some examples:
Schools and ISDs should decide together which activities and roles already exist, if people need to be identified or created, or need to be contracted to outside support (such as course facilitation). The partnership analysis tool (linked at the bottom of the page) can be a useful tool for this conversation.
Course facilitators do not need to be ISD or school staff. To allow for everyone's participation, we will contract with other course facilitators in the state, or with Math Recovery staff to provide the desired training.
Here are some examples:
- A district with no history of Math Recovery should identify someone to go through the MRSp1 course; they should identify the teachers that Specialist will work with; those teachers should attend the AVMR 1 course.
- A district with a history of Math Recovery work should identify anyone who has completed the MRSp1 course, and anyone who would like to complete the course. Each of these Specialists should identify the teachers they will support. Any of those teachers that have not attended AVMR 1 should do so, but are not required to.
what else can we do through this project?
Funding is a big obstacle for professional learning. Many educators want to attend a Math Recovery course, but simply don't have the school funds to support it.
In addition to providing the MRSp1 Specialist training, the following courses can also be included as part of your school plan (each of these items are optional):
In addition to providing the MRSp1 Specialist training, the following courses can also be included as part of your school plan (each of these items are optional):
- AVMR 1 for teachers who have not been to any Math Recovery training
- AVMR 2 for those who have completed AVMR 1
- MRSp2 for those who have completed MRSp1
- AVMR Champion for those who wish to facilitate AVMR courses in the future
- MR Leader for those who wish to facilitate MRSp1 courses in the future
First steps
- Determine what your districts need. Set up a meeting with ISD and District leadership to make decisions about your needs.
- Gather your information. Use the "Preparing To Complete Your District's Form" document to help you prepare.
- Complete this form to indicate that the ISD will participate in the project.
- Expect to spend up to 20 minutes completing this form (one form for each district).
- Decide who will be the MR Specialist for your school.
- A district staff member who will be in the school with the teachers.
- An ISD consultant who works with teachers in the school.
- Determine if the identified MR Specialists have already completed MRSp1, or if they will be completing the course in the coming school year.
- Decide how many Specialists your district needs (and has the capacity for)
- Determine if the teachers will receive AVMR training (this is optional).
- Determine the number of teachers being supported by a participating MR Specialist that will take AVMR courses, either AVMR1 and/or AVMR2, during this grant cycle. Keep in mind that AVMR1 is a prerequisite to AVMR2.
- Determine if someone at the district or ISD will become a course facilitator.
- Determine if one or more people at the district or ISD will become a course facilitator for AVMR (i.e., Champion) during this grant cycle. If so, how many?
- Determine if one or more people at the district or ISD will become a course facilitator for MRSp1 or MRSp2 (i.e., Leader) during this grant cycle. If so, how many?
- Assess your calendars, daily schedules and job requirements to determine the best way for the MR Specialist to complete their coursework and support their teachers.
- Complete this form to share specific information about course participation needs, school data, etc.
About math recovery
Math Recovery® provides dynamic professional development which impacts the way professional educators think about student numeracy learning.
Educators learn to design, implement, and analyze mathematics instruction based on individual student learning. Research based diagnostic assessments, learning progressions, and high quality instructional tools help participants increase student understanding and achievement.
www.mathrecovey.org/professional-development
Getting Started: Transforming Numeracy Education
Educators learn to design, implement, and analyze mathematics instruction based on individual student learning. Research based diagnostic assessments, learning progressions, and high quality instructional tools help participants increase student understanding and achievement.
www.mathrecovey.org/professional-development
Getting Started: Transforming Numeracy Education
qualifications
The language from MDE is:
"At least one district partner with the percent of students below the state average on the most recent 3rd, 4th, and/or 5th-grade mathematics MSTEP."
In other words, the average score for the entire district in one of the three grades must be below the state average. All schools in the qualified district are eligible to participate.
"At least one district partner with the percent of students below the state average on the most recent 3rd, 4th, and/or 5th-grade mathematics MSTEP."
In other words, the average score for the entire district in one of the three grades must be below the state average. All schools in the qualified district are eligible to participate.
data
Below are the instructions found in the grant documentation.
KRESA will upload all MICIP data into NexSys.
After you generate your report (Data Set and Data Story) you will be able to share them with KRESA as you complete this application form.
KRESA will upload all MICIP data into NexSys.
After you generate your report (Data Set and Data Story) you will be able to share them with KRESA as you complete this application form.
Please Submit Your Information by March 11, 2024
23h_mathematics_competitive_grants_rfa.pdf | |
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23h_partnership_analysis_tool.pdf | |
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23h_math_recovery_commitments_and_agreements.pdf | |
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preparing_to_complete_your_partnership_form.pdf | |
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FAQ
Will this proposal simply make the monies available to allow us to run AVMR1 and/or AVMR2 in Wayne County or are there other stipulations attached to the proposal?
The proposal will pay for course participation for AVMR 1, AVMR 2, MRSp1, MRSp2, AVMR Champions, and MR Leader. If you choose to have someone local facilitate the courses, it will also pay for facilitation costs. Those completing MRSp1 will also incur costs to the district. The project intends to cover those costs as well. The first goal is to develop more MRSp1 specialists. However the long term goal is to leverage their expertise to improve mathematics across the state, so participation in the statewide collaborative network is a requirement for specialists as well. Those will be virtual sessions spread out during the school year. They will have a defined "curriculum" that extends their knowledge and skills, both as Math Recovery Specialists and as instructional support and implementation leaders.
Will schools have to participate as a system or can individual teachers participate?
Schools can participate in any way that makes sense for them. For example, if they only want to train a specialist, then that is what they will indicate on the form. If they have a specialist at the RESA level who is able to provide support, then the school may choose to get some of their teachers trained in AVMR 1 or 2 and not train a specialist. "Support" is used very broadly in this context. The school and their RESA will decide what support looks like.
What exactly are we agreeing to by completing the google form?
The form says that the RESA is going to participate in the project. They will be listed in the application. The actual number of course participants for each specific school or district will not be specified in the application, but the overall number of participants statewide will be given as part of the budget and activities.
In a meeting today with ISD/RESA consultants in our region, someone mentioned that they heard a math consultant at their organization say that the 23h section 3 application was for 1 year of funding for a 3-year process. I am trying to provide some clarification around the process of becoming a Math Recovery Specialist.
To become a Math Recovery Specialist, in other words to complete the MRSp1 course, a participant will complete the following:
(assuming this is a face to face course offering)
9 days of face to face learning sessions
5 virtual sessions, 2 hours each
4 individual coaching sessions, virtual, usually 45-60 minutes
3-4 video sharing sessions, up to 60 minutes each
100 hours of one-to-one instruction. This is a one-year course, but participants can take a second year to complete the 100 hours if they need it. I don't know where the 3 year process statement came from. All of the learning sessions are completed during the course of one school year.
(assuming this is a face to face course offering)
9 days of face to face learning sessions
5 virtual sessions, 2 hours each
4 individual coaching sessions, virtual, usually 45-60 minutes
3-4 video sharing sessions, up to 60 minutes each
100 hours of one-to-one instruction. This is a one-year course, but participants can take a second year to complete the 100 hours if they need it. I don't know where the 3 year process statement came from. All of the learning sessions are completed during the course of one school year.