The Unexpected Advocate: Tackling Inequity One Equation at a Time!

  Why I Switched Grading Practices—and Why I Call It “Skill-Based Grading” When I set out to grade more equitably, I ditched the traditional curriculum map and rewrote everything around standards. That sounded good…until I tried to explain it to students and parents. “Standards Based Grading” felt abstract and overwhelming. So I rebranded it Skill-Based Grading. A skill is tangible. One standard can hide several distinct skills, and each needs its own entry in the gradebook. Example: Common Core Standard Skills I Grade Separately G-SRT.6 Write a trig ratio 1 idea G-SRT.7 Show sin & cos are complementary 1 idea G-SRT.8 Solve right-triangle problems                          3 ideas      • solve for an angle      • solve for a side      • use the Pythagorean Theorem in context Breaking standards into bite-sized skills lets struggling students see exactly...

  The Data: According to research and data from the U.S. Census Bureau and educational studies, approximately 13.6 million students in the United States speak a language other than English at home , with Spanish being the most common heritage language. Among these, about 4.5 million students (as of 2023) are classified as English Learners (ELs), and the majority of these are heritage Spanish speakers. This means millions of students enter the school system as heritage Spanish speakers each year. These students often come from homes where Spanish is spoken, but their proficiency in Spanish varies, particularly in academic vocabulary. Their ability to succeed in both English and Spanish depends heavily on the educational supports they receive, as well as the type of program—such as dual-language, English-only immersion, or transitional bilingual education—they are enrolled in. The research of Thomas and Collier indicates that dual-language programs are most effective for these stu...

  The Hidden Barrier to Math Success: Confronting Learned Helplessness in Our Classrooms As a math educator with over 20 years of experience and more than 2,500 students passing through my classroom, I’ve seen the education system from many angles. I’ve taught in affluent and underserved schools, engaged with parents, collaborated with educators, and debated with college professors about what works and what doesn’t in education. One common thread runs through all these interactions: the urgent need to address why so many students struggle with math and, more importantly, what can be done about it. Lately, I’ve had more meetings with parents frustrated that their child is struggling with math, convinced the issue lies with my teaching. But as someone who has worked to refine my curriculum, instruction, and scaffolding strategies, I have to ask: What’s really going on here? The truth is sobering. It’s not just the curriculum, standards, or even the instruction. It’s learned helplessn...

  Rethinking Math Instruction: Addressing the Amygdala Hijack in Underserved Students After reading chapters 4-6 of Zaretta Hammond's Culturally Responsive Teaching and the Brain , I began questioning whether my struggles with underperforming, traditionally underserved student populations stemmed not from a lack of effort, but from brain chemistry. Partnering with Central Washington University and my student teacher, we have explored what research says about effective mathematics instruction. The principles from Peter Liljedahl's Building Thinking Classrooms are a significant focus in my College in the High School program. These strategies emphasize student-driven learning through real-world, relevant problems. Additionally, our NSF grant this year highlights project-based learning (PBL) with a similar focus. While I have found some success, particularly with financial literacy projects, challenges persist. One memorable project, "The Good/The Bad/The Ugly/And Holiday Spe...

  Empowering Underserved Students to Build Positive STEM Identities Creating positive STEM identities in students—and in educators—is a challenging task, especially when working with underserved student populations. As students enter STEM classrooms with limited content knowledge, often several grade levels behind, they carry an inner dialogue of not being enough. This self-doubt can be particularly prevalent among language learners, who often perceive themselves as significantly worse at math and science . For many, their early years in these subjects were spent focusing on decoding and language acquisition, rather than content knowledge. This gap in instruction, particularly in their heritage language, not only affects their academic knowledge but also shapes their self-perception of ability. The Challenges of Language Learners For language learners, the process of becoming academically proficient takes time—usually around five years to become fully proficient in an academic lan...

  The Power of Perseverance: Lessons Learned from the Court to the Classroom Life always seems simpler when viewed from the outside. Throughout my teaching career, I thought I had all the answers, guiding parents on how to nurture their children's academic growth. But it wasn't until I became the parent of teenagers that I truly understood the challenges and complexities of fostering resilience and determination in young minds. As a teacher, I've always emphasized the importance of pushing students to tackle difficult tasks, urging them to embrace challenges with grit and perseverance. Yet, despite my best efforts, I've often found it challenging to instill this mindset in my students. I've wondered why they struggle to see the benefits of persevering through tough problems, even when it's clear to me that this is precisely what they need to succeed beyond the classroom. Ironically, I faced a similar struggle as a parent when my younger son encountered obstacles...