The Add+VantageMR® Fractions Award winners will receive Complimentary admittance into a scheduled Math Recovery® Add+VantageMR® Fractions course. The entire tuition fee is included in this award. Please Note: airfare, hotel stay, and meals are not covered in this award.
The Add+VantageMR® Fractions course provides educators with in-depth professional development to further their knowledge, and skills in the assessment and teaching of fractions. This course is designed to support elementary, middle, and high school educators, special educators, math interventionists, and math coaches with the assessment and teaching of fractions concepts.
Add+VantageMR® Fractions empowers educators to use diagnostic assessments and learning trajectories to guide the teaching of fraction topics. During this blended learning and practice-based professional development, participants work with students using the tools from the course to better understand students' current knowledge and how to help them advance.
Course Format and important elements:
Add+VantageMR® Fractions: Math Recovery® Strategies for the Classroom is a virtual 3-month long, interactive, blended learning course. This Course includes independent learning activities, as well as, a series of team meetings. Course topics include diagnostic assessments in fractions concepts and units coordination. Working with students throughout the duration of the course is essential to the expected professional learning. The use of the assessments, data collecting, and teaching tools will accelerate the ability of educators to recognize students' current levels of numeracy understanding to make data-driven instructional decisions. During Add+VantageMR® Fractions educators will be involved in rich discussions around student mathematical thinking.
There are no prerequisite courses for Add+VantageMR® Fractions course.
Total awards given: 2
Who Should Apply?
US Math Recovery Council® is offering tuition assistance for attending an Add+VantageMR® Fractions course. We are looking for candidates who are passionate about their work supporting students and who demonstrate a need for support from the US Math Recovery Council®.
District considerations: The award provides the participant with the opportunity to attend a scheduled Add+VantageMR® Fractions course.
Outside costs, such as substitutes, transportation, lodging and food are the participants or districts’ responsibility.
Participant will be asked to communicate to the US Math Recovery community and beyond on the impact they have had due to this award.
Application Criteria
Individuals must meet the following criteria, or their awards will not be considered:
- Narrative element-applications can be no more than 2 pages in length.
- Include an administrator letter, no more than 1 page in length.
To Apply: Provide a narrative that includes the following:
- School and/ or District academic need (current state of mathematics)
- Potential impact on mathematics education (i.e. students, teachers)
- Intended implementation plan
-
Administration letter
- Acknowledgement of the District Considerations
- Statement of intent to commit to technology, time, scheduling needs mentioned in the district considerations to complete the course
- Validation of why this individual or team has been chosen to apply for this award
Questions about the application? Contact petey@mathrecovery.org.
Selection Rubric
| Narrative Element | ||||
|---|---|---|---|---|
| Area of Measure | 0 Points | 1 Points | 2 Points | 3 Points |
| Current state of mathematics described for school or district | Not addressed | Description includes current mathematics program/curriculum | Description includes current mathematics program along with common pedagogical beliefs and/or pedagogical practices | Description includes current mathematics program/ curriculum, common pedagogical beliefs and/or pedagogical practices, along with student engagement and use of AVMR assessments |
| Student need | Not addressed | Student need is explained by test scores alone (one data point) | Student need is described by current and historical data | Student need is described by current and historical data and includes vision on how the award could affect the student these areas of need |
| Potential impact of the award |
Not addressed -or- insufficient impact on teacher or students described |
Describes reasonable and valid impact on teachers or students Lists only monetary and conveniences of having an in-district course facilitator |
Describes reasonable and valid impact on teachers and students Goes beyond monetary and conveniences of having an in-district course facilitator and includes additional support of teachers (implementation and assessment) or development of local leadership |
Describes valid and reasonable impact on students, teachers, and mentions effects on other elements (administrators, use of curricular materials, systematic implementation, etc.) Goes beyond monetary and conveniences of having an in-district course facilitator and includes additional support of teachers (implementation and assessment) and development of local leadership |
| Administrator Letter | ||||
| Acknowledgement of requirements of the award | Not addressed | Mentions some of the requirements of tuition assistance award | Addresses all requirements of tuition assistance award | Addresses all requirements of tuition assistance award with an endorsement of potential candidate to attend |
| Addresses need to provide support | Not addressed | Only mentions that support will be provided but not specifically how |
Mentions support needed Possibly mentions:
|
Expresses desire to support leadership development along with recognizing monetary needs, need of time for reflection and refinement during and at the end of leadership course. |
| Includes vision on how award will be used | Not addressed | Vision is shallow with possible mentions of obvious benefits of having an in-district leader; monetary and conveniences of having an in-district course facilitator | Vision goes beyond monetary and conveniences of having an in-district course facilitator and may focus on implementation of assessment, assessment guided instruction, delivery professional development, and/or support needed for implementation of new learning | Vision is all encompassing with specific details on importance and implementation of assessment, assessment guided instruction, delivery professional development, and/or support needed for implementation of new learning |