Hey There! @Druinok suggested I blog about how my colleague and I use a stamp sheet in class for student accountability and paper management. So here ya go:

I used to collect homework with an assignment sheet. 10 went on the student paper and 10 went on the assignment sheet. The stamp sheet score went on a paper grading roster and when I had time, the whole hot mess went into an online grading program. I was going mad! Can you imagine, when you didn't get homework graded and you had a kid's assignment sheet? OY!

Then I had the most amazing and talented beginning teacher ever! Ms. Danielle whipped me into shape in no time at all. (She is a Millennial, so no Twitter handle and I don't Instagram...so...) Heh, I was supposed to be her support provider. I taught her how to "sandwich--" a nice thing said, the real heart of the matter, and then another nice thing, she just made be better. Period. I digress...

Through trial and error, we came up with the all and one--EVERYTHING notebook. Syllabus, Notes, Stamp Sheet, Classwork, Homework, Toolkits, and Team Tests. You never run out of room, you never run out of graph paper (ha! it is graph paper), you never lose anything because it is SECURED into one handy-dandy spiral notebook.

The Notebook:
Through our district, I can get them for $2.00 each!!!
I ask Students for $2 donation, they know that is a good deal. They can even bring $.10 per month. Yes, I do end up eating about $5--

Page 1:
The Fun Title Page. This student loves her notebook.

Page 2: 
First Stamp Sheet for Assignments and Classwork per Unit. I only stamp for CLASSWORK. One stamp is that you are starting, working with your team, two means it all classwork is complete for the day. I stamp sometimes in the middle of class, sometimes at the end, sometimes at the beginning of next day. I only collect notebooks ONCE per unit and add up stamps. Takes less than 1 minute per. I can go through during Individual Test. If it is a team test day, I can also get through the entire class. Gives me a chance to check in with teams, check on students etc...

* Extra note about stamp sheet: You will notice sometimes it works great, sometimes I have to make adjustments due to inspirational moments, shortened days, reteaching, field trips, you know, life.

Next Pages:
Warm ups, Stand and Talks, Classwork (notes), Assignments (homework), rinse, repeat.


An example of the class pages we build for our CPM curriculum:

Well, you can see students do their own thing...sometimes I do too:

Assignment (homework grades): 
Students do their work in their notebooks. They come in, they get a key, they have red pens, they make homework corrections (and find my mistakes). I make it clear EVERYDAY, that my solutions are only a suggestion of how to complete the problem, there could be and should be more ways to do the problems. They can ask me if there solution is a valid one independently. They have rubric for assignment grades something like this: All red pen bc you didn't do it and are copying answers for later--3, some done, rest in red pen or no red pen because you didn't grade it--4, all done, all correct or all done and all correct--6. You can see this student makes all kinds of good notes.

Fun Stuff: Students get very creative about folding and securing the pages. They accordion them, they fortune fold them, they cut them out to make them fit better.

Not So Good Stuff: Some students get very behind in gluing things in. These are the students who stuff everything in their backpacks and ask for a new handout every day and usually have three or four of the same thing in their bags. They also are the kind of kid who has done their homework but can't find it. At least the Everything notebook helps in that case. Once or twice at the beginning, I will sit with these students and we will sort and glue. (I go through a lot of glue sticks!) (oh, and I love double stick tape.)

Sometimes absences can be troublesome, but I have all the handouts by day in milk carton and hanging files for them.

What do you do like about your notebook system?

I think that is everything about the Everything Notebook.We will be presenting at CPM National in San Francisco, come say Hi!

Today was a magical day of learning and camaraderie. I met the fabulous @allison_krasnow 
(Pretend there is a happy, smiling picture of two Ts lucky enough to meet in person after knowing 
each other from our beloved #MTBoS) We finished each other's sentences and "got" each other. We talked 
living in Nor Cal, what makes an elementary school great and what does part two of wherever we are in our 
lives look like.

Then we talked Math Intervention. Allison teaches middle school in urban Berkeley. I teach in Suburban 
Windsor. She teaches 7th grade math intervention, I teach, um, a class of 10th, 11th, and 12th graders. You 
would NOT at all be surprised how much those two classes have in common. Both have management challenges.
Both have students that lack confidence. Both have students with gaps in their math education. Both need more 
practice looking at operations with flexibility. Both have teachers with multiple preps and not enough band 
width to do everything we want to do in our math intervention classes. Both have white teachers, who for
the most part, don't share our students non-whiteness. We both agree that beyond the gaps, 
learning how to be students and advocate for oneself are essential keys to helping these kids believe in 
themselves not only as mathematicians, but as students. 

Being together today made doing a little more seem not so impossible. 

Allison does number talks almost every day. She asks students to keep a notebook. She grades them once per week. She 
Students need to write down a few of the strategies of others. She does this amazing tweak of @saradwerf 's 
Stand And Talks. Instead of holding card stock, she shows a short part of an instructional video, pauses, has the Ss move to talk to a partner about what they learned, heard, wonder, notice, then they get Ss get to sit ON(!) the desk nearest them and watch the second part. Pause video, stand and find a new partner, discuss, sit on desk, repeat. 

We talked about the confidence that comes from playing games. How we both wanted to spend more time playing board games, how we both dread how long it takes to teach the rules and the fear of managing game pieces, how we both have grants with money just for intervention support. I grabbed Maya Madness and Scan, and we played some quick rounds. Out came the phone, pictures snapped. (You are welcome Ebay Sellers). She will try using IXL or Delta Math to occupy 1/2 the class while she teaches game rules, then switch. 

I have done many things in my HS Math Support Class. I am the one with the 28 students from 8 different teachers, teaching 10th, 11th, and 12th graders taking Math 1 and Math 2. I have done Number Talks and Clothesline Math, Close Reading and Vocabulary Sorts, SSR and Activity Logs, and now I am on to the Math Question of the Day. I have a 33% of the student's grade based on a Delta Math Component. 50% of my students are still failing their math classes (not a proud stat for me) as they have D's and F's in at least 3 classes. 

I am in the process of interviewing each one of my students. Asking them how they feel about math, about how they are doing, and how they are being successful. I have access to all their grades so I know where they are being successful. I have interviewed several the teachers. The teachers talk about making the learning exciting (They teach Music and Integrated Science) and relevant. Folks I am trying. I want to learn what they need from an intervention class. Ah, from sharing this with Allison and her wish to be able to do the same, I came up with the idea of a Google Form for their Math teachers. "How can I support you?" And Allison and I decided this would be a good idea to give the question to the students also.

We both talked about the comfort of routines (see this post by @lisa_bej) and how we weren't so consistent about it, but thought it was good idea to be better about it. 

We shared other ideas like using the NY Times What's Going On in This Graph (we both had it bookmarked) and Allison is going to share with me her work with Fraction Strips. 

It was so helpful to know I wasn't alone, that there are amazing and generous and real and SMART folks at the other end of my keyboard and we look forward to the lucky chance to meet up again.

What do you do in your Support Classes that has a positive impact on your students ability to be students?

My College Readiness students did pretty poorly on their review test--topics from Algebra 2 that were supposed to be review. I am not proud to say this. I do believe I play a definitive role in their mediocre showing.  AND I saw them doing the problems in class! They were being so smart!
I was not expecting them to mix up exponents in simplifying radicals, I did not expect them to forget how to rationalize denominators, I did not expect them to refuse to enter

I did not expect them to thoroughly forget what we had practiced.

I just don't think their hearts were into it. I tried not to take it personally.

Here's what I did to try to turn this defeat into a learning opportunity:

I started by telling the students the truth: every single student put something intelligent on their paper. I was really impressed by that. Then I shared my favorite no:

Question 1: What is the same? What is different? Give at least five examples all together: (yes we practiced in class prior to the test!)


Student Responses: (x - 5) in the second one has an exponent and the first one doesn't. 

Next we talked about the nuances of academic vocabulary verses what is written. I used:

What is the same? What is different? Give at least five examples all together:

         terrible                       fabulous

After some low bar characteristics: they both have l's, they both have vowels for the second letter:
the students went deeper: both have 3 syllables, both are adjectives, both have eight letters,  they have different meanings 

I applauded them for using academic vocabulary and asked them what could they say instead for the polynomial function. 

I then showed them a list of possible mistakes: (Thanks Tina Cardone)

Next I handed back the tests and gave them a template for considering their work with all the topics we covered (same list I gave in the review sesh) Thank you Krystal Mills (Lessons From The Middle)
I did a complete test with them.

We looked at each problem and the topic for one student. Next they will look at the type of error they made and correct the problems they missed. I am giving the students an entire week to do the corrections because I want them to have time to access me, the web, and each other. I am hoping they will engage and learn.

I will do an exit survey and let you know if they did! 

How do you turn mistakes into learning opportunities?

As I clean out last year's planner, I thought it would be interesting to see what is in it besides my plans.

These are things I.cannot.throw.out. I need them like security blankets. Really, and I am 55 years old and have taught math for 32 years.

The items that will also go into this years planner book:

  • Health Care Clinics in Sonoma County-- a two page document with EVERY kind of low cost or free mental health and physical health clinics within 50 miles of our campus.

  • 5 Practices For Orchestrating Productive Math Discussions Cheat Sheet--Side 1: Set Goals and Select a Task. Side 2: Anticipating, Monitoring, Selecting, Sequencing, Connecting.

  • CF Icebreaker Questions--150 questions to ask kids as they high five you out the door.

  • Warm-Up Blank--I am always running out of these and needing to copy more.

  • Making Number Talks Matter Grades 4-10--a progression from Cathy Humphreys and Ruth Parker.

  • A Rumi Poem--Out beyond wrong doing and right doing, I will meet you there. 

  • A Quote From A History Teacher's Door--Some getting more rights does not mean you get less, it's not pie.

  • Finding the Words: Leaning the Language of Mathematics--An article by Drawing On Math on increasing equity in math through strong vocabulary. Tina gives us a road map to meet students where they are at, but not leave them there. 

  • Strategies For Students To Move Around--from I have no idea. 

Things that are in there because they gave me comfort, but won't be carried with me next year (but may get filed for handy reference).

  • CPM Lesson Plan Blanks. They are helpful to review. 
  • Lots of Scratch Papter
  • More Scratch Paper
  • A Blank Name Tent. After not seeing the students for two weeks during the fires last October, I re-introduced the name tents. First Question: What strength do you bring during challenging times?
  • An Algebra 2 Test. I picked up it up off the copier. It has 19 short answer questions on one page. It was a reminder to ask College Math Educators how they format tests. I did ask, and it wasn't like that. (This format makes my ADD brain hurt)
  • Sub Plans 
  • Natural Circle Measures--A lovely introduction to radians by The Roots of the Equation
  • Revised Assignment Sheets
  • The Binomial Theorem Jigsaw by https://mathcoachblog.com/ This a beauty. I think I will use it early in College Readiness. You know, before the SAT. 
  • Commonalities Among the Practices in Science, Math, and English Language Arts. A venn Diagram. Mostly around arguing from evidence. 
  • 2017-2018 Pacing Guide. Every day of the school year, Fall on one side, Spring on the other.
  • My Book Club Reading List. I read 3 out of 8 btw. 
  • My Favorite Guest Post from Ilana Horn's Daughter.  https://teachingmathculture.wordpress.com/category/guest-post/
  • A Swim Workout that I can no longer translate. 
What are the items in your planner that provide you a sense of well being?
Hello Friends!

I have been at a CPM workshop (Math 3) all week. I love geeking out and playing math with my colleagues. I love how we think of teacher moves the best ways we can facilitate student engagement and learning.

The trainer gave us a carousel activity where each group of teachers got a card and, using post-its on the back, we gave one or two possible answers to questions like these: 

I thought this would be an excellent way to have groups re-visit the individual team member roles of Facilitator, Task Manager, Recorder/Reporter, and Resource Manager early in the year. (Has anyone ever had their students "apply" for a role? Maybe this could be a fun way of creating groups if there was an equal distribution of 1st and 2nd job choices) 

So I started thinking about a carousel/post-it activity for the students that I would use after 3-4 classes of using and defining the roles:

One team member has gone ahead of the others.
The______________ could ask_________________.

What other questions would you like to see the students think about? 

If you use groups of 4 and have team roles that you find effective, what are they?