Specialists, Champions, & Leaders, don't forget to register an account for this website. This gives you access to pages and files that are only available to 23h participants.
Click on "Log In / Register" at the top of the screen
Click on "Log In / Register" at the top of the screen
Use this link, or the QR code, to add your information to our list serve.
Information for those new to the Math Recovery world
First things first - You should go to www.mathrecovery.org to read about their work and explore the site. The US Math Recovery Council has existed for a few decades, and are led by outstanding educators.
Next - You might like to know what all of these acronyms mean. Scroll down to the Definitions section.
Finally - An explanation of the various ways to participate in this project, and a brief timeline.
Next - You might like to know what all of these acronyms mean. Scroll down to the Definitions section.
Finally - An explanation of the various ways to participate in this project, and a brief timeline.
Timeline of Events and Processes
Due to the timing of the grant announcement, these are approximate.
Fall 2024: -Statewide MRSp courses begin
-Local AVMR courses are held, scheduled by facilitators in collaboration with their districts
Fall 2024: -Monthly virtual network meetings
-Local AVMR courses are held.
-The first AVMR Champion course begins
-October - Site visit to a school that has established Math Recovery as part of its system
Winter 2025: -Continuation of courses
-February - Site visit to a school (may be an established system or a developing system)
Spring 2025: -Continuation of courses
-May - Site visit to a new implementation school
Summer 2025: -AVMR Champion courses are held
-More AVMR courses may be held
-Project celebration/wrap up event (in-person, location TBD)
DEFINITIONS
AVMR 1 - Add+Vantage Math Recovery Course 1, often referred to as "course 1". A classroom teacher course focused on understanding student mathematical thinking typically expected in pre-K through 3rd grade students.
AVMR 2 - Add+Vantage Math Recovery Course 2, often referred to as "course 2". An extension of the learning in course 1, focused on mathematical thinking typically expected in 3rd - 6th grade students.
AVMR Fractions - The fraction course is not included in this project.
AVMR 2 - Add+Vantage Math Recovery Course 2, often referred to as "course 2". An extension of the learning in course 1, focused on mathematical thinking typically expected in 3rd - 6th grade students.
AVMR Fractions - The fraction course is not included in this project.
MRSp1 - Math Recovery Specialist, part 1. This is generally referred to as "the specialist course". This is the year-long course the deepens the understanding of number and numeracy, and extends to small-group and one-on-one instruction.
MRSp2 - Math Recovery Specialist, part 2. This course extends the range of numeracy topics to include those concepts typically developed in3rd - 6th grade.
MRSp2 - Math Recovery Specialist, part 2. This course extends the range of numeracy topics to include those concepts typically developed in3rd - 6th grade.
AVMR Champion - This is the name given to AVMR course facilitators. An AVMR Champion is certified to teach AVMR 1 and AVMR 2.
*Note: The Champion and Leader courses are facilitated by US Math Recovery Council staff.
**Note: AVMR Fraction Champion is name given to those who facilitate the Fractions course. AVMR Fractions & Fraction Champion are not included in this project.
*Note: The Champion and Leader courses are facilitated by US Math Recovery Council staff.
**Note: AVMR Fraction Champion is name given to those who facilitate the Fractions course. AVMR Fractions & Fraction Champion are not included in this project.
MR Leader, part 1 - Typically referred to as "leader", this is the name given to MRSp1 course facilitators.
MR Leader, part 2 - This is the name given to MRSp2 course facilitators.
*Note: The Champion and Leader courses are facilitated by US Math Recovery Council staff.
MR Leader, part 2 - This is the name given to MRSp2 course facilitators.
*Note: The Champion and Leader courses are facilitated by US Math Recovery Council staff.
Site Visits
|
Watch the highlights of our school visits |
shareable resources
add document names with a link to the pdf thank you to everyone involved
list of schools and people |
PARTNERS
region 1 - southwest
Kalamazoo resa
Kalamazoo Public Schools
Comstock Public Schools
Climax-Scotts
Comstock Public Schools
Climax-Scotts
berrien resa
Eau Claire
River Valley
River Valley
branch isd
Coldwater Community Schools
Calhoun isd
Battle Creek Public Schools
st. joseph county isd
Mendon Community Schools
van buren isd
Hartford Public Schools
region 2 - southeast
livingston esa
Fowlerville Community Schools
washtenaw isd
Ann Arbor Public Schools
Honey Creek
Honey Creek
region 3 - wayne
wayne resa
Detroit Academy of Arts & Sciences
region 4 - macomb
macomb isd
L'Anse Creuse Public Schools
Lake Shore Public Schools
Warren Woods
Lake Shore Public Schools
Warren Woods
Region 5 - oakland
oakland schools
Avondale School District
Clarenceville School District
Hazel Park School District
Lamphere School District
Pontiac School District
Waterford School District
Clarenceville School District
Hazel Park School District
Lamphere School District
Pontiac School District
Waterford School District
region 6 - i69
Genesee isd
Grand Blanc Academy
st. clair county resa
Port Huron Area School District
region 7 - mid - michigan
ingham isd
Okemos Public Schools
shiawassee resd
Byron Area Schools
Durand Area Schools
Morrice Area Schools
Owosso Public Schools
Perry Public Schools
Durand Area Schools
Morrice Area Schools
Owosso Public Schools
Perry Public Schools
region 8 - greater west michigan
allegan area esa
Fennville Public Schools
Martin Public Schools
Plainwell Community Schools
Martin Public Schools
Plainwell Community Schools
kent isd
Cedar Springs
Grandville Public Schools
Kenowa Hills
Northview
Thornapple-Kellogg
Grandville Public Schools
Kenowa Hills
Northview
Thornapple-Kellogg
newaygo county resa
Fremont Public Schools
ottawa area isd
Grand Haven Area Public Schools
Black River Public Schools
Spring Lake Public Schools
Holland Public Schools
Hudsonville Public Schools
Black River Public Schools
Spring Lake Public Schools
Holland Public Schools
Hudsonville Public Schools
region 9 - west central
manistee isd
Manistee Area Public Schools
mecosta-osceola isd
Morley-Stanwood Community Schools
west shore esd
Baldwin Community School District
Hart Public Schools
Mason County Central School District
Mason County Eastern School District
Walkerville Public Schools
Hart Public Schools
Mason County Central School District
Mason County Eastern School District
Walkerville Public Schools
wexford-missaukee esd
Cadillac Area Public Schools
Manton Consolidated Schools
Manton Consolidated Schools
region 10 - east central
bay arenac
Bangor Township Schools
clare-gladwin resd
Beaverton Schools
Clare Public Schools
Coleman Community Schools
Farwell Area Schools
Gladwin Community Schools
Harrison Community Schools
Clare Public Schools
Coleman Community Schools
Farwell Area Schools
Gladwin Community Schools
Harrison Community Schools
gratiot-isabella resd
Beal City Public Schools
Renaissance Public School Academy
Mt. Pleasant Public Schools
Renaissance Public School Academy
Mt. Pleasant Public Schools
saginaw isd
Carrollton Public Schools
Birch Run
Francis Reh
Saginaw Prep
Birch Run
Francis Reh
Saginaw Prep
region 12 - Northeast Michigan
alpena-montmorency-alcona esd
Alcona Community Schools
Alpena Public Schools
Atlanta Community Schools
Hillman Community Schools
Alpena Public Schools
Atlanta Community Schools
Hillman Community Schools
iosco resa
Oscoda
Tawas
Tawas
region 14 - eastern u.p.
eastern upper peninsula isd
Rudyard Area Schools
Ojibwe Charter School
Ojibwe Charter School
region 16 - western u.p.
gogebic-ontanagon isd
Ontonagon Area School District
Supporting the Expansion of Math Recovery Specialists in Michigan
VISION
The 23h: Section 3 grant project, SUPPORTING THE EXPANSION OF MATH RECOVERY SPECIALISTS IN MICHIGAN, aims to increase the professional, research-based knowledge in elementary teachers across the state of Michigan. It will provide professional development for those with a whole class focus as well as those with in intervention focus. The project will also create a statewide network where Math Recovery Specialists will learn together.
SKILLS
Math Recovery teachers, both AVMR and MRSp, possess a deep knowledge of the typical developmental pathways of number learning and number sense development, eventually leading to sophisticated problem-solving strategies and efficient mathematical methods. AVMR teachers possess the skills and knowledge to evaluate and adapt their instructional resources and teaching practices to support deep understanding and learning for their classroom. MRSp teachers possess the skills and knowledge to diagnose individuals, and design and deliver one-to-one instruction for lasting growth. MRSp teachers are also skilled in coaching/consulting AVMR teachers in assessment practices, analysis and diagnostics, and designing instruction.
ACTION PLAN
This project will provide training in AVMR and MRSp courses. It will also provide for the training of Champions and Leaders. The Michigan Math Recovery Champions & Leaders is a statewide network of course facilitators. A Specialist network will be composed of the MRSp (1 & 2) participants within this grant, as well as anyone who is already a Specialist. **Note: Becoming a Specialist is a pre-requisite for becoming a Champion or a Leader, so there will be a lot of overlap between the two networks. Our goal is not to overwhelm educators with meetings and network events, so we will look for any opportunity to collaborate within these two networks, as well as with other state initiatives in which our Specialist, Champions, & Leaders are involved.
A consortium project to support the expansion of Math Recovery Specialists and support high quality mathematics learning communities in schools across Michigan.
-Educators are completing MRSp and AVMR courses and supporting schools.
-Consortium partners are building their internal capacity by completing Math Recovery facilitator courses (AVMR Champion and MR Leader).
-A collaborative statewide network supports Specialists' learning and their efforts to help schools implement the Math Recovery approach to mathematics instruction.
-Educators are completing MRSp and AVMR courses and supporting schools.
-Consortium partners are building their internal capacity by completing Math Recovery facilitator courses (AVMR Champion and MR Leader).
-A collaborative statewide network supports Specialists' learning and their efforts to help schools implement the Math Recovery approach to mathematics instruction.
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
course flowchart
NOTE: Champions and Leaders are the titles of the course facilitators
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.
| 23h_mathematics_competitive_grants_rfa.pdf |
| 23h_partnership_analysis_tool.pdf |
| 23h_math_recovery_commitments_and_agreements.pdf |
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.
As a RESA/ISD, you are also stating that certain districts have agreed to participate according to the language in the grant application.
Partner districts are agreeing to identify someone to become a Math Recovery Specialist through the MRSp1 course (the primary goal of the grant project), and that the grant will pay for registration and some participant expenses as long as they complete the course. Return funds will be requested by the project manager for insufficient participation, withdrawal from the course, etc.
As a RESA/ISD, you are also stating that certain districts have agreed to participate according to the language in the grant application.
Partner districts are agreeing to identify someone to become a Math Recovery Specialist through the MRSp1 course (the primary goal of the grant project), and that the grant will pay for registration and some participant expenses as long as they complete the course. Return funds will be requested by the project manager for insufficient participation, withdrawal from the course, etc.
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.