LY-MathLN Call to Action: Students, Families and Community Stakeholders
The Launch Years Math Organizations Leadership Network (LY-MathLN) has curated a list of resources and brief facilitation notes to help implement the Call to Action and Recommendations.
Different stakeholder groups have specific actions and resources to help enact each recommendation.
Below you will find actions, resources, and tools for Students, Families and Community Stakeholders.
Resources and Tools for the Students, Families, and Community Stakeholders
DEGREES OF FREEDOM: Diversifying Math Requirements for College Readiness and Graduation from PACE | The first of three reports published by PACE provides an overview and discussion of diversifying the pathways for secondary students to meet the criteria for acceptance into postsecondary education spaces (e.g., universities, colleges, certification programs). The later publications continue the conversation of how universities can change admission requirements to provide room for more diverse pathways: DEGREES OF FREEDOM: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment and DEGREES OF FREEDOM: Probing Math Placement Policies at California Colleges and Universities.
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Ohio Department of Education: High School Math Pathways | The Ohio Department of Education serves as an example of a state department working to construct various pathways at the high school level. Its website contains presentations and panels from a state-sponsored conference promoting additional conversations about the work needed to change state department of education and college admission policies. The discussions, panels, and resources show how one state has worked toward these endeavors. Teachers, administrators, and education advocates can use the resources with all stakeholder groups.
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The National Collegiate Athletic Association: Core Courses | Several powerful third-party entities influence the pathways at the secondary level and admission requirements at the postsecondary level. Conversations across all stakeholders (secondary, postsecondary, and third parties) will be necessary to change and align admission policies and requirements. For example, the National Collegiate Athletic Association (NCAA) shares the requirements for secondary core courses for student athletes. Changes to set requirements and guidelines will require conversations to reach consensus with stakeholders who may have differing goals/objectives.
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The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year | TODOS: Mathematics for All elevates the importance of centering parents/caregivers as key partners in achieving equitable outcomes for students in mathematics. This resource not only brings awareness to issues on the teaching and learning of mathematics, but it also suggests actions and accountability measures for educational leaders, teachers, and students/families. The resource, offered both in English and Spanish, consists of the position statement and four supporting commentaries: Black, Indigenous, and Latinx Parents as Partners in Mathematics Education; Centering Our Humanity: Addressing Social and Emotional Needs in Schools and Mathematics Classrooms; Student and Family-Centered Mathematics Assessment; and Equity Considerations of Access, Use and Design of Technologies for Teaching Mathematics.
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National PTA’s STEM Initiative | The National PTA’s STEM + Families® program delivers access and hands-on exposure to science, technology, engineering and math to engage families and inspire students to pursue career opportunities in STEM fields. The website offers STEM-at-home activities, STEM resources specifically tailored for girls, ways to involve families in Math Nights, guides and materials lists for science experiments, and other fun design challenges that help students explore a variety of STEM careers. Stakeholders will use these tools through newsletters, conversation starters, or participation in family math nights. These tools help to initiate critical conversations and on deciding the best pathway depending on a student’s career goals.
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Three Ways Being a “Warm Demander” Is Culturally Responsive and Supports Students’ Mathematical Identity and Agency | This article provides an overview of pedagogical strategies that support students in developing their mathematical identities. By engaging in formative assessments, educators can identify students’ needs and provide targeted interventions.
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Continuing the Journey: Mathematics Learning 2021 and Beyond | With this resource, NCTM, NCSM, and ASSM guide leaders and teachers in creating an environment for safe and supportive mathematics teaching and learning. This joint effort promotes a school structure that eliminates, rather than solidifies, challenges for all students. Facilitators are encouraged to use Table 5 Mathematics Teaching and Advocacy Practices and Table 6 Planning to Advocate to focus on the inclusion of families and community stakeholders in professional learning partnerships.
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Universal Design for Learning Framework | The Universal Design for Learning (UDL) is a framework designed to improve and optimize teaching and learning for all students. The UDL Guidelines support teachers in identifying and responding to student needs and parents/caregivers in supporting students’ learning.
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Family Guides to Support Learning | This succinct resource provides parents and caregivers support in understanding the most important math content for their secondary mathematics learner. The guide includes: What High Schoolers Are Learning; Talking About Math with Your High Schooler; Education Words; Tips for Talking with Teachers; and Connecting Classrooms to Careers. Educators can also use this resource.
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Continuing the Journey: Mathematics Learning 2021 and Beyond | With this resource, NCTM, NCSM, and ASSM guide leaders and teachers in creating an environment for safe and supportive mathematics teaching and learning. This joint effort promotes a school structure that eliminates, rather than solidifies, challenges for all students. Facilitators are encouraged to use Table 5 Mathematics Teaching and Advocacy Practices and Table 6 Planning to Advocate to focus on the inclusion of families and community stakeholders in professional learning partnerships.
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U.S. Bureau of Labor Statistics: Career Planning for High Schoolers | This U.S. Bureau of Labor Statistics article suggests ways for high school students to explore their interests and get experience and training to plan for their careers. The article guides students during high school and after high school on researching career pathways, types of training, and postsecondary education.
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Dylan William: Formative Assessment Video | This video provides families and students information about the formative assessment process and how the feedback structure can help students identify where they are going, what they have done well, and next steps to improve learning. By knowing what formative assessment is and understanding the process, students and families are equipped with the knowledge to ask the right questions to facilitate in the assessment feedback circle.
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