Podcasts about Milwaukee Public Schools

We debrief the historic Capitol Day of Action this Tuesday which called on the Governor to veto any budget that does not meet basic standards. It was organized by Citizen Action Wisconsin in partnership with Wisconsin Public Education Network, and WISDOM; and co-sponsored by: Wisconsin Education Association Council (WEAC), AFT-Wisconsin, WECAN, Progress North, Madison Teachers Inc, Milwaukee Teachers Education Association, Green Bay Education Association, Kenosha Education Association, Racine Education Association, and Wisconsin Democracy Campaign. 200 citizen-lobbyists met with their legislators, attended a media event with all the partner organizations, who then marched to Governor Tony Evers' office with a jointly signed letter encouraging the Governor to veto any budget from the Legislature that fails to properly fund public schools, expand BadgerCare, fund childcare, and close Green Bay Correctional and builds no new prisons. We review multi-millionaire Ron Johnson's abandonment of Wisconsin's working families by demanding even deeper cuts to Medicaid and food assistance to pay for tax cuts for the wealthy. In addition, this week Johnson declared that Milwaukee Public Schools should get no help from the federal government for cleaning up lead that is poisoning our children. Johnson also rejected science and life-saving measles vaccine requirements for children. Derrick Van Orden emerged again from his bunker and started lying about his broken promise not to cut Medicaid. The Congressional Budget Office is clear that 13.6 million Americans will lose health coverage due to cuts to Medicaid and the Affordable Care Act in the House Budget Bill, with 11,000 in Van Orden's district losing Medicaid because of his vote. We encourage listeners to call or visit his office and remind him he broke his promise to voters and now he is lying. We welcome the President of SEIU Wisconsin Healthcare, Pat Raes, to discuss the historic 5 day strike at Meriter Hospital in Madison launched by nurses this week. Pat is a 35 year veteran of the hospital and tells us about why they are striking and how you can support their effort to protect the safety of their patients by fighting the corporatization of healthcare which puts profits over care.

Milwaukee Public Schools leaders announced their lead remediation plan for the 106 schools in the district built before 1978. It comes as the CDC has denied the city's request for help.

Milwaukee Public Schools leaders announced their lead remediation plan for the 106 schools in the district built before 1978. It comes as the CDC has denied the city's request for help.

In this impactful episode of the Leaders Coaching Leaders Podcast, Dr. Latish Reed, a trailblazing equity specialist and author of the upcoming book, The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations, shares her unique and deeply personal insights on equity in education, drawing from her tenure as Milwaukee Public Schools' first equity administrator. Through her “shades of gray” framework, she explores the complexities of addressing equity in schools and other organizations, highlighting the transformational power of leadership, moral courage, and intentional action. From her reflections on building shared understanding of key equity concepts to practical solutions for navigating challenging political and organizational contexts, Dr. Reed inspires leaders to leverage their spheres of influence for meaningful change. You'll also hear heartfelt stories of her dedication to creating better educational outcomes for all students, as well as her personal motivation to make schools work for every child—including her own son. Whether you're leading a school, tackling DEI challenges, or interested in fostering equitable practices, this conversation with Dr. Reed is filled with actionable insights and hope for the future of education. Don't miss this fascinating discussion, and prepare to think deeply about how we can all do better for our students, staff, and communities!Let us know what you think!

Robert Miranda of the lead free Coalition FLAC joins us to speak on lead issues. Earl and Robert shine a light on the lead contamination issue in Milwaukee's schools. They express concern that politicians are focusing more on privatization than on ensuring public safety, urging the community to take action. They criticize GOP attempts to privatize Milwaukee Public Schools, claiming it threatens democratic oversight and does nothing to solve the lead problem. The discussion also touches on the challenges faced by veterans, with a sharp critique of Trump for ignoring their needs while flaunting a tough-guy image. As Trump suggests budget cuts, veterans are left to suffer, sparking anger over the ongoing neglect. This episode highlights the urgent need for real support and accountability in both public health and veteran services. The Earl Ingram Show is a part of the Civic Media radio network and airs Monday through Friday from 8-10 am across the state. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook and X to keep up with Earl and the show! Guest: Robert Miranda

Dr. Brenda Cassellius is Milwaukee Public Schools' new superintendent. What are her priorities for her first year on the job?

Some conservative groups filed a federal complaint against Milwaukee Public Schools over the district's gender inclusion policy. A rare species of crustacean was spotted in Menomonee Falls. And, this week's spring election caught national attention. WPR's politics team will recap what the results said about the state of Wisconsin politics.

Dr. Brenda Cassellius is Milwaukee Public Schools' new superintendent. What are her priorities for her first year on the job?

MPS district leaders and city health department officials said Thursday that cuts at the CDC are having an impact on lead remediation projects in schools.

In Wisconsin's Supreme Court race, Susan Crawford won the entire state of Wisconsin by 10 percent. Democrats are seeing this as a positive sign. The director of facilities at Milwaukee Public Schools is being reprimanded and fined by the state for misrepresenting himself as a registered architect. And, La Crosse voters have elected the city's first Black and first openly gay mayor.

Thr new superintendent of Milwaukee Public Schools shares what she hopes to accomplish. We explore the history of school choice. We stage a game show for Milwaukee wine enthusiasts. The meaning behind the Milwaukee Public Market rooster mascot.

Can Congress get away with taking away health care from millions to fund huge tax cuts for the rich? We preview Medicaid Town Halls in Wausau, La Crosse and Eau Claire that will help organize resistance to proposed slashing cuts to Medicaid. Meanwhile, Rep. Van Orden continued to hunker down in his basement bunker, holding a virtual town hall where he can avoid answering tough questions after misleading his own constituents about Medicaid cuts he rubber stamped in Congress. We cannot win by surrendering in advance. We continue to encourage Governor Evers to veto any budget the Legislature produces that fails to expand BadgerCare. The Spring Election is around the corner and Brad Schimel rehashes voter fraud conspiracies about Milwaukee that he knows are false. So much for his phony stance as a high minded judge above politics. This week the only debate in the State Superintendent of DPI election was held by WPEN and other allies. This race remains about Jill Underly's dedicated support for improving and properly funding our public schools vs. her opponent who is a supporter of siphoning even more money to private unaccountable voucher schools. Robert educates us on a legal case against Greenpeace who was found liable for $645 million for Dakota Access Pipeline protests that has huge implications for the Constitutional right of free speech and protest. Will this be the beginning of a legal strategy to bankrupt progressive nonprofits to silence free speech and assembly? We close with a soul-searching discussion with James Causey, a longtime columnist with the Milwaukee Journal Sentinel, on adults forcing police officers back into Milwaukee Public Schools without ever listening to the kids.

The election rumor mill sped up recently after some Wisconsin voters received postcards with wrong information about the upcoming April election. Police officers are back in Milwaukee Public Schools. And, last year's Republican National Convention in Milwaukee may not have been the economic boost to the city that supporters had hoped for.

On Thursday's "Dan O'Donnell Show," Milwaukee Public Schools faces contempt charges. Plus, a shocking celebrity death mystery, the release of the Epstein files (sort of), and the return of "Forgotten History!"

A Milwaukee County judge ordered the state's largest school district and the City of Milwaukee to split the cost of putting school resource officers in schools. That judge also put a strict deadline on when those officers are in Milwaukee Public Schools and the clock is ticking. In this episode of Open Record, FOX6 Investigator Bryan Polcyn invites FOX6 political reporter Jason Calvi on to talk about the controversial law MPS never asked for and the long battle over who should foot the bill for police officers in schools. Learn more about your ad choices. Visit podcastchoices.com/adchoices

Earl warmly welcomes Robert Miranda and his colleague Derek Beyer from the "Get the Lead Out Coalition" to participate in a dialogue concerning contemporary governmental issues. He highlights the concern regarding the wealthy elite misappropriating taxpayer resources by cutting vital programs that contribute to societal advancement and development. Derek Beyer brings attention to the alarming levels of lead found in drinking fountains at schools, emphasizing the urgent need for filter installations to guarantee safe drinking water for the students he has taught and cared for during his time at Milwaukee Public Schools. They also address comments from a texter who appears to lack awareness of lead poisoning and its impact on affected individuals. The Earl Ingram Show is a part of the Civic Media radio network and airs Monday through Friday from 8-10 am across the state. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook and X to keep up with Earl and the show! Guests: Robert Miranda, Derek Beyer

Milwaukee Public Schools recently approved Brian Litzsey as the new senior director of Milwaukee Recreation. He is the 11th director in the department's 114-year history.

Earl Ingram hosts Sandy Williams on a Tuesday broadcast to discuss the deployment of School Resource Officers (SROs) in Milwaukee Public Schools, following a court ruling that requires 25 SROs by February 17. A Milwaukee County judge has ordered the City of Milwaukee and MPS to share the financial responsibilities, with each covering 50% of the costs. The conversation then shifts to Donald Trump and his impact on reducing government programs like the IRS and CDC, which they argue contribute to "bloating the government." US attorneys and mayors have resigned due to the negative impact on their constituents and the apparent lack of commitment to adequately training the appropriate personnel within the Trump administration. It shows that Trump is flexing absolute power in government, almost a Hitler approach. The Earl Ingram Show is a part of the Civic Media radio network and airs Monday through Friday from 8-10 am across the state. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook and X to keep up with Earl and the show! Guest: Sandy Williams

MacIver Institute content director Bill Osmulski and economist Michael Lucas tackle some tough mysteries about Wisconsin public policy in this edition of the MacIver Report. The state senate just introduced a bill this week that would give electric transmission companies a monopoly over future projects in the state. Also, Milwaukee Public Schools' audit came back exploring why the district is a constant financial basket case. And last, but definitely not least, a mom complains about the food her kids get at school while Gov. Evers demands every kid get free breakfast and lunch at school.

Milwaukee Public Schools has not had a permanent superintendent since June 2024, when Keith Posley resigned amid allegations of mismanagement.

On Thursday's "Dan O'Donnell Show," Dan wonders which is worse—Milwaukee Public Schools, which is the worst district in the country at educating black children, or the Milwaukee Housing Authority, which illegally took federal grant money from the poor to give to its employees?

We'll get an update from reporter Elisabeth Montemurro on the Wisconsin impact of President Trump's proposed freeze on a large swath of federal spending. Then we'll hear from Chris Thiel, legislative specialist for Milwaukee Public Schools, about a new way some legislators would like to hide from taxpayers the true cost of the hundreds of millions of dollars sent to private schools through vouchers. UpNorthNews with Pat Kreitlow airs on several stations across the Civic Media radio network, Monday through Friday from 6-8 am. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook, X, and Instagram to keep up with Pat & the show! Guests: Todd Allbaugh, Brittney Merlot, Elisabeth Montemurro, Chris Thiel

Assembly Speaker Robin Vos said local communities should be required to cooperate with federal Immigration and Customs Enforcement. School resource officers must return to the Milwaukee Public Schools district after a legal ruling. And, Madison Police Chief Shon Barnes leaves his post.

Earl is joined by Robert Miranda, the executive director of FLAC, and Paul Schwartz, co-founder of the Campaign for Lead Free Water, for their weekly discussion on the dangers of lead in water. In this show, they focus on a statement released by Milwaukee Public Schools after a student was diagnosed with lead poisoning. The Earl Ingram Show is a part of the Civic Media radio network and airs Monday through Friday from 8-10 am across the state. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook and X to keep up with Earl and the show!

Earl is joined by Alan Borsuk, Senior Fellow in Public Policy at Marquette Law School, to discuss the issues facing Milwaukee Public Schools. They talk about the politics of how the state funds education, how mismanagement lead to the current problems, and the path ahead for the district. The Earl Ingram Show is a part of the Civic Media radio network and airs Monday through Friday from 8-10 am across the state. Subscribe to the podcast to be sure not to miss out on a single episode! To learn more about the show and all of the programming across the Civic Media network, head over to https://civicmedia.us/shows to see the entire broadcast line up. Follow the show on Facebook and X to keep up with Earl and the show!

Sherwin Hughes breaks down the controversy surrounding the Milwaukee Public Schools teachers' union. Why are funds intended for teachers being funneled to the administration? Sherwin examines the growing frustration among educators, the power dynamics within the union, and what it means for the future of public education. Tune in to hear how teachers are reacting, who's really benefiting, and what this could mean for the classroom experience.

Democratic Vice Presidential hopeful Tim Walz was back in Wisconsin yesterday. Republican candidates for office have run up the numbers in Wisconsin's suburbs, like conservative Waukesha County, for years. But that GOP support has been slipping recently. And now both parties are competing for votes there. WPR's Shawn Johnson will have more on how suburban voters could tip the scales for Wisconsin.

Wisconsin State Senator John Jagler talks about no student resource officers in Milwaukee Public Schools.

A group of conservative voters share how they're feeling about this year's presidential election. Capitol Notes breaks down what to expect at next week's RNC. Plus, we tell you how Milwaukee Public Schools kids are going to help out during the RNC

Wisconsin environmental groups are grappling with how a recent Supreme Court decision will be felt here. Milwaukee Public Schools will lose more than 81-million-dollars as fallout from its financial reporting scandal continues. And Anya van Wagtendonk reports on how Wisconsin's election clerks are getting ready for the presidential election -- and the spotlight that comes with it.

Milwaukee Public Schools may face an audit by the state Legislature. That's the latest fallout from the district's financial crisis. The Wisconsin Supreme Court unanimously ruled that lower courts violated the First Amendment rights of an abortion protester. And Wisconsin construction companies are trying to get more women to join the industry.

Senator Chris Larson joins us to discuss the current financial reporting crisis at Milwaukee Public Schools and the direct link to nearly two decades of under-funding from the state and the lack of serious investment in democracy's most important priority, educating all of Wisconsin's children. We discuss how the opponents of public education are cynically using the situation to gut public education and democratically elected school boards. We review new research showing a majority of Americans want to forgive medical debt. We look at the connection between escalating medical costs and the current monopolistic health systems running roughshod over local communities. We talk about the shameful scheme by the Mayo monopoly to get $1 million more from the city of Eau Claire, as they suffer through an epic healthcare crisis Mayo helped create. Ascension healthcare workers are speaking out about the serious health risks posed by the data meltdown. We discuss why it speaks to the need for real regulation of hospitals and health systems in Wisconsin.

we explore the issues Milwaukee Public Schools is facing. Plus, tell you about Milwaukee Film's Pride Month programming happening this weekend.

Ashwaubenon School District Child Nutrition Coordinator Kaitlin Tauriainen & Fork Farms Associate VP of Culinary & Food Services Sue Malesa join Wisconsin's Midday News to talk about the hydroponic garden at Ashwaubenon High School which provides fresh produce for students in the school on a daily basis. The company behind the hydroponic gardens, Fork Farms, already has 80 flex farms in Milwaukee Public Schools and continues to grow to other school districts across the country and even worldwide.

In this episode of Busted Pencils, Dr. Tim Slekar and Dr. Johnny Luppinacci dive into the complexities of Milwaukee Public Schools' recent budget challenges. After a grueling weekend of travel, Tim reflects on his Father's Day celebrations and the significance of family time before getting down to business. They are joined by Heather DuBoise Bourenane and Jenni Hofschulte from the Wisconsin Public Education Network, who bring their expertise to discuss a pressing issue: the potential $50 million repayment Milwaukee Public Schools may owe due to a reporting mishap. Heather and Jenni share their experiences and insights, emphasizing the intricate nature of school budgeting in Wisconsin. They shed light on the statutory requirements that force districts to finalize budgets before receiving confirmed state aid amounts, a process fraught with guesswork and uncertainty. The conversation covers the ripple effects of this budgeting process on local schools, highlighting the precarious position of school principals who must make staffing decisions based on tentative estimates. Listeners will gain a deeper understanding of the financial pressures facing public schools, the systemic issues at play, and the advocacy efforts aimed at addressing these challenges. Tune in to hear about the upcoming Wisconsin Public Education Network's summer summit, an event dedicated to strategizing and organizing around public school funding and policy. For more info on the Summer Summit July 30-31, visit WisconsinNetwork.org/Summit

In the noon hour of today's show with Amy Taylor filling in for Greg Matzek: -(00:27) A heatwave continues across much of the U.S. with highs in the upper 90s in Southeast Wisconsin, Former President Donald Trump to speak at Racine

Govenor Tony Evers announced he is proceeding with plans to direct resources to support two additional audits of Milwaukee Public Schools. The Wisconsin Elections Commission approved Tony Wied to be on the ballot for the state's 8th Congressional District despite challenges to his nomination paperwork. And, Milwaukee County is seeing more unsheltered homeless people on the streets. Evan Casey will have the latest on how community members are handling the situation.

Milwaukee Public Schools might not lose millions of dollars in state funding, after submitting missing financial data to the Department of Public Instruction. The warden and eight other employees of Waupun Correctional Institution were criminally charged in connection to the deaths of two inmates. And, Margaret Faust will have the latest on a bakery in Menomenee Falls that is continuing to raise money for queer youth despite safety threats.

We explore how our two party system has changed over time. We look ahead to this weekend's state Democratic convention. We learn about a literacy program helping Milwaukee Public Schools kids advance their reading skills. Plus, Bubbler Talk explores the journey of a local historic cottage.

In the noon hour of today's show: -(01:02) Now at noon: Boeing

President of the Greater Milwaukee Committee Joel Brennan joins Wisconsin

Candidates have filed their paperwork to run under Wisconsin's new legislative maps. And that means most districts will be competitive. The Superintendent of Milwaukee Public Schools is resigning after more than 100 community members called for him to be fired last night. And, community frustration is bubbling up in La Crosse around the city's response to a large number of unsheltered people.

In the 11 o'clock hour of today's show: -(01:28) 3 Big Things: Jury selection begins for Hunter Biden's gun charges case, Milwaukee Public Schools The Milwaukee Board of School Directors has called for a special meeting following the state's recent threat to suspend funding to Milwaukee Public Schools, and Mexico elects Claudia Sheinbaum as its first female president. -(04:46) ABC News Correspondent Derricke Dennis on what is next for Donald Trump ahead of sentencing -(10:36) TMJ4 Meteorologist Tyler Moore forecasts the week ahead -(14:09) Alderman Lamont Westmoreland on the current state of Milwaukee Public Schools -(23:37) Giannis Antetokounmpo to play for Greece in Olympic qualifiers this July

Alderman Lamont Westmoreland joins Wisconsin's Midday News to talk about the news of MPS' failure to submit key financial reports to state officials. Alderman Westmoreland talks about the overall current state of MPS and what needs to change going forward

Jury selection begins for Hunter Biden's gun charges case, Milwaukee Public Schools The Milwaukee Board of School Directors has called for a special meeting following the state's recent threat to suspend funding to Milwaukee Public Schools, and Mexico elects Claudia Sheinbaum as its first female president.

Wisconsin's new state voting maps have shaken up state legislative races. Nearly half of all lawmakers have announced they won't run in their old districts, and many will leave the Legislature entirely. The family of a man who was killed by Appleton police is suing the city and the police officer who shot him. And, Wisconsin's Department of Public Instruction is threatening to withhold funding from Milwaukee Public Schools unless the district completes a corrective action plan.

We talk about a contract worker for Milwaukee Public Schools is accused of having a sexual relationship with a 16 year old student and going on a shooting spree with him "Street entrepreneur" Monica Davis was arrested after customers complained she gave them fake braces and, in one case, a patient had a chipped tooth after a visit The Fulton County Sheriff's Office confiscated drugs, tobacco, shanks, a makeshift hatchet, and even a bullet during a recent raid of the Fulton County Jail A 15-year-old McDonald's worker was beaten by an adult customer in a parking lot brawl Mother and her sister planned an assault on her 13 year old daughter in a parking lot Residents of Oakland's San Antonio neighborhood are demanding the city do something about rampant prostitution and sex trafficking A tenant found a worker rummaging through his personal items in his apartment Twitter: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/PnLJudgementals⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ TikTok: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.tiktok.com/@pnljudgementals⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Facebook: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.facebook.com/PnLJudgementals⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Instagram: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.instagram.com/the__judgementals⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Email: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠pnljudgementals@gmail.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Music:  Bread Crumbs - Successful

Rounding Up Season 2 | Episode 18 – Counting Collections Guest: Danielle Robinson and Melissa Hedges Mike Wallus: Earlier this season, we released an episode focused on the complex and interconnected set of concepts that students engage with as they learn to count. In this follow-up episode, we're going to examine a powerful routine called “counting collections.” We'll be talking with Danielle Robinson and Dr. Melissa Hedges from the Milwaukee Public Schools about counting collections and the impact that this routine can have on student thinking.  Mike: Well, welcome to the podcast, Danielle and Melissa. I can't tell you how excited I am to talk with y'all about the practice of counting collections.  Danielle Robinson and Melissa Hedges: Thanks for having us. Yes, we're so excited to be here. Mike: I want to start this conversation by acknowledging that the two of you are actually part of a larger team of educators who really took this work on counting collections. You introduced it in the Milwaukee Public Schools. And, Melissa, I think I'll start with you. Can you take a moment to recognize the collaborators who have been a part of this work? Melissa: Absolutely. In addition to Danielle and myself, we are fortunate to work with three other colleagues: Lakesha King, Krista Beal, and Claire Madden. All three are early childhood coaches that actively support this work as well. Mike: So, Danielle, I wonder for some folks if we can help them see this practice more clearly. Can you spend time unpacking, what does counting collections look like in a classroom? If I walked in, what are some of the things that I might see? Danielle: Yeah, I think what's really amazing about counting collections is there might be some different ways that you might see counting collections happening in the classroom. When you walk into a classroom, you might see some students all over. Maybe they're sitting at tables, maybe they're on the carpet. And what they're doing is they're actually counting a baggie of objects. And really their job is to answer this question, this very simple but complicated question of, “How many?” And they get to decide how they want to count. Not only do they get to pick what they want to count, but they also get to pick their strategy of how they actually want to count that collection. They can use different tools. They might be using bowls or plates. They might be using 10-frames. They might be using number paths. You might see kiddos who are counting by ones. Danielle: You might see kids who are making different groupings. At times, you might also see kiddos [who] are in stations, and you might see a small group where a teacher is doing counting collections with a few kiddos. You might see them working with partners. And I think the beautiful piece of this and the unique part of counting collections within Milwaukee Public Schools is that we've been able to actually pair the counting trajectory from Doug Clements and Julie Sarama with counting collections where teachers are able to do an interview with their students, really see where they're at in their counting so that the kids are counting a just right collection for them—something that's not too easy, something that's not too hard, but something that is available for them to really push them in their understanding of counting. So, you're going to see kids counting different sizes. And we always tell the teachers it's a really beautiful moment when you're looking across the classroom and as a teacher, you can actually step back and know that every one of your kids are getting what they need in that moment. Because I think oftentimes, we really don't ever get to feel like that, where we feel like, “Wow, all my kids are getting what they need right now, and I know that I am providing the scaffolds that they need.” Mike: So, I want to ask you a few follow-ups, if I might, Danielle. Danielle: Yeah, of course.  Mike: There's a bit of language that you used initially where I'm paraphrasing. And tell me where I get this wrong. You use the language “simple yet complicated,” I think. Am I hearing that right? Danielle: I did. I did, yeah. Mike: Tell me about that. Danielle: I think it's so interesting because a lot of times when we introduce this idea of counting collections with our teachers, they're like, “Wait a minute, so I'm supposed to give this baggie of a bunch of things to my students, and they just get to go decide how they want to count it?” And we're like, “Yeah, that is absolutely what we're asking you to do.” And they feel nervous because this idea of the kids, they're answering how many, but then there's all these beautiful pieces a part of it. Maybe kids are counting by ones, maybe they're deciding that they want to make groups, maybe they're working with a partner, maybe they're using tools. It's kind of opened up this really big, amazing idea of the simple question of how many. But there's just so many things that can happen with it. Mike: There's two words that kept just flashing in front of my eyes as I was listening to you talk. And the words were access and differentiation. And I think you didn't explicitly say those things, but they really jump out for me in the structure of the task and the way that a teacher could take it up. Can you talk about the way that you think this both creates access and also the places where you see there's possibility for differentiation? Danielle: For sure. I'm thinking about a couple classrooms that I was in this week and thinking about once we've done the counting trajectory interview with our kiddos, you might have little ones who are still really working with counting to 10. So, they have collections that they can choose that are just at that amount of about 10. We might have some kiddos who are really working kind of in that range of 20 to 40. And so, we have collections that children can choose from there. And we have collections all the way up to about 180 in some cases. So, we kind of have this really nice, natural scaffold within there where children are told, “Hey, you can go get this just right color for you.” We have red collections, blue collections, green and yellow. Within that also, the children get to decide how they want to count. Danielle: So, if they are still really working on that verbal count sequence, then we allow them to choose to count by ones. We have tools for them, like number paths to help do that. Maybe we've got our kiddos who are starting to really think about this idea of unitizing and making groups of 10s. So, then what they might do is they might take a 10-frame and they might fill their 10-frame and then actually pour that 10-frame into a bowl, so they know that that bowl now is a collection of 10. And so, it's this really nice idea of helping them really start to unitize and to make different groupings. And I think the other beautiful piece, too, is that you can also partner. Students can work together and actually talk about counting together. And we found that that really supports them, too, of just that collaboration piece, too. Mike: So, you kind of started poking around the question that I was going to ask Melissa.   Danielle and Melissa: ( laugh ) Mike: You said the word “unitizing,” which is the other thing that was really jumping out because I taught kindergarten and first grade for about eight years. And in my head, immediately all of the different trajectories that kids are on when it comes to counting, unitizing, combining … those things start to pop out. But, Melissa, I think what you would say is there is a lot of mathematics that we can build for kids beyond say K–2, and I'm wondering if you could talk a little bit about that. Melissa: Absolutely. So before I jump to our older kids, I'm just going to step back for a moment with our kindergarten, first- and second-graders. And even our younger ones. So, the mathematics that we know that they need to be able to count collections, that idea of cardinality, one-to-one correspondence, organization—Danielle did a beautiful job explaining how the kids are going to grab a bag, figure out how to count, it's up to them—as well as this idea of producing a set, thinking about how many, being able to name how many. The reason why I wanted to go back and touch on those is that we know that as children get older and they move into third, fourth, and fifth grade, those are understandings that they must carry with them. And sometimes those ideas aren't addressed well in our instructional materials. So, the idea of asking a first- and second-grader to learn how to construct a unit of 10 and know that 10 ones is one 10 is key, because when we look at where place value tends to fall apart in our upper grades. My experience has been it's fifth grade, where all of a sudden we're dealing with big numbers, we're moving into decimals, we're thinking about different size units, we've got fractions. There's all kinds of things happening.  Melissa: So, the idea of counting collections in the early elementary grades helps build kids' number sense, provides them with that confidence of magnitude of number. And then as they move into those either larger collections or different ways to count, we can make beautiful connections to larger place values. So, hundreds, thousands, ten thousands. Sometimes those collections will get big. All those early number relationships also build. So, those early number relationships, part-whole reasoning that numbers are composed and decomposed of parts. And then we've just seen lots really, really fun work about additive and multiplicative thinking. So, in a third-, fourth-, fifth-grade classroom, what I used to do is dump a cup full of lima beans in the middle of the table and say, “How many are there?” And there's a bunch there. So, they can count by ones. It's going to take a long time. And then once they start to figure out, “Oh wait, I can group these.” “Well, how many groups of five do you have?” And how we can extend to that from that additive thinking of five plus five plus five plus five to then thinking about and extending it to multiplicative thinking. So, I think the extensions are numerous.  Mike: There's a lot there that you said, and I think I wanted to ask a couple follow-ups. First thing that comes to mind is, we've been interviewing a guest for a different podcast … and this idea that unitizing is kind of a central theme that runs really all the way through elementary mathematics and certainly beyond that. But I really am struck by the way that this idea of unitizing and not only being able to unitize, but I think you can physically touch the units, and you can physically re-unitize when you pour those things into the cup. And it's giving kids a bit more space with the physical materials themselves before you step into something that might be more abstract. I'm wondering if that's something that you see as valuable for kids and maybe how you see that play out? Melissa: Yes, it's a great question. I will always say when we take a look at our standard base 10 blocks, “The person that really understands the construction of those base 10 blocks is likely the person [who] invented them.” They know that one little cube means one, and that all of a sudden these 10 cubes are fused together and we hold it up and we say, “Everybody, this is 10 ones. Repeat, one 10. What we find is that until kids have multiple experiences and opportunities over time to construct units beyond one, they really won't do it with deep understanding. And again, that's where we see it fall apart when they're in the fourth and fifth grade. And they're struggling just to kind of understand quantity and magnitude. So, the idea and the intentionality behind counting collections and the idea of unitizing is to give kids those opportunities that to be quite honest—and no disrespect to the hardworking curriculum writers out there—it is a tricky, tricky, tricky idea to develop in children through paper and pencil and workbook pages. Melissa: I think we have found over time that it's the importance of going, grabbing, counting, figuring it out. So, if my collection is bears, does that collection of 10 bears look the same as 10 little sharks look the same as 10 spiders? So, what is this idea of 10? And that they do it over and over and over and over again. And once they crack the code—that's the way I look at it—once our first- and second-graders crack the code of counting collections, they're like, “Oh, this is not hard at all.” And then they start to play with larger units. So, then they'll go, “Oh, wait, I can combine two groups of 10. I just found out that's 20. Can I make more 20s?” So, then we're thinking about counting not just by ones, not just by 10s, but by larger units. And I think that we've seen that pay off in so many tremendous ways. And certainly on the affective side, when kids understand what's happening, there's just this sense of joy and excitement and interest in the work that they do, and I actually think they see themselves learning. Mike: Danielle, do you want to jump in here?  Danielle: I think to echo that, I just recently was speaking with some teachers. And the principal was finally able to come and actually see counting collections happening. And what was so amazing is these were K–5 kiddos, 5-year-olds who were teaching the principal about what they were doing. This was that example where we want people to come in, and the idea is what are you learning? How do you know you've learned it, thinking about that work of Hattie? And these 5-year-olds were telling him exactly what they were learning and how they were learning it and talking about their strategies. And I just felt so proud of the K–5 teacher who shared that with me because her principal was blown away and was seeing just the beauty that comes from this routine. Mike: We did an episode earlier this year on place value, and the speaker did a really nice job of unpacking the ideas around it. I think what strikes me, and at this point I might be sounding a bit like a broken record, is the extent to which this practice makes place value feel real. These abstract ideas around unitizing. And I think, Melissa, I'm going back to something you said earlier where you're like, “The ability to do this in an abstract space where you potentially are relying on paper and pencil or even drawing, that's challenging.” Whereas this puts it in kids' hands, and you physically re-unitize something, which is such a massive deal. This idea that one 10 and 10 ones have the same value even though we're looking at them differently, simultaneously. That's such a big deal for kids, and it just really stands out for me as I hear you all talk. Melissa: I had the pleasure of working with a group of first-grade teachers the other day, and we were looking at student work for a simple task that the kids were asked to do. I think it was 24 plus seven, and so it was just a very quick PLC. Look at this work. Let's think about what they're doing. And many of the children had drawn what the teachers referred to as sticks and circles or sticks and dots. And I said, “Well, what do those sticks and dots mean?” Right? “Well, of course the stick is the 10 and the dot is the one.” And I said, “There's lots of this happening,” I said, “Let's pause for a minute and think, ‘To what degree do you think your children understand that that line means 10 and that dot means one? And that there's some kind of a connection, meaningful connection for them just in that drawing.'” It got kind of quiet, and they're like, “Well, yep, you're right. You're right. They probably don't understand what that is.” And then one of the teachers very beautifully said, “This is where I see counting collections helping.” It was fantastic. Mike: Danielle, I want to shift and ask you a little bit about representation. Just talk a bit about the role of representing the collection once the counting process and that work has happened. What do you all ask kids to do in terms of representation and can you talk a little bit about the value of that? Danielle: Right, absolutely. I think one thing that as we continue to go through in thinking about this routine and the importance of really helping our students make sense and count meaningfully, I think we will always go back to our math teaching framework that's been laid out for us through “Taking Action,” “Principles to Action,” “Catalyzing Change.” And really thinking about the power of using multiple representations. And how, just like you said, we want our students to be able to be physically unitizing, so we have that aspect of working with our actual collections. And then how do we help our students understand that “You have counted your collection. Now what I want you to do is, I want you to actually visually represent this. I want you to draw how you counted.” And so, what we talk about with the kids is, “Hey, how you have counted. If you have counted by ones, I should be able to see that on your paper. I should be able to look at your paper, not see your collection and know exactly how you counted. If you counted by tens, I should be able to see, ‘Oh my gosh, look, that's their bowl. I see their bowls, I see their plates, I see their tens inside of there.'”  Danielle: And to really help them make those connections moving back and forth between those representations. And I think that's also that piece, too, for them that then they can really hang their hat on. “This is how I counted. I can draw a picture of this. I can talk about my strategy. I can share with my friends in my classroom.” And then that's how we like to close with our counting collections routine is really going through and picking a piece of student work and really highlighting a student's particular strategy. Or even just highlighting several and being like, “Look at all this work they did today. Look at all of this mathematical thinking.” So, I think it's a really important and powerful piece, especially with our first- and second-graders, too. We really bring in this idea of equations, too. So, this idea of, “If I've counted 73, and I've got my seven groups of 10, I should have 10 plus 10 plus 10, right? All the way to 70. And then adding my three.” So, I think it's just a continuous idea of having our kids really developing that strong understanding of meaningful counting, diving into place value. Mike: I'm really struck by the way that you described the protocol where you said you're asking kids to really clearly make sure that what they're doing aligns with their drawing. The other piece about that is it feels like one, that sets kids up to be able to share their thinking in a way where they've got a scaffold that they've created for themself. The other thing that it really makes me think about is how if I'm a teacher and I'm looking at student work, I can really use that to position that student's idea as valuable. Or position that student's thinking as something that's important for other people to notice or attend to. So, you could use this to really raise a student's ideas status or raise the student status as well. Does that actually play out in a reality? Danielle: It does actually. So, a couple of times what I will do is I will go into a classroom. And oftentimes it can be kind of a parent for which students may just not have the strongest mathematical identity or may not feel that they have a lot of math agency in the space. And so, one thing that I will really intentionally do and work with the teacher to do is, “You know what? We are going to share that little one's work today. We're going to share that work because this is an opportunity to really position that child as a mathematician and to position that child as someone who has something to offer. And the fact that they were able to do this really hard work.” So, that is something that is very near and dear to us to really help our teachers think of these different ways to ensure that this is a routine that is for all of our children, for each and every child that is in that space. So, that is absolutely something that we find power in and seek to help our teachers find as well. Mike: Well, I would love for each of you to just weigh in on this next question. What has really come to mind is how different this experience of mathematics is from what a lot of adults and unfortunately what a lot of kids might experience in elementary school. I'm wondering if both of you would talk a bit about what does this look like in classrooms? How does this impact the lived experience of kids and their math identities? Can you just talk a little bit about that? Melissa: I can start. This is Melissa. So, we have four beliefs on our little math team that we anchor our work around every single day. And we believe that mathematics should be humanizing, healing, liberating and joyful. And so, we talk a lot about when you walk into a classroom, how do you know that mathematics instruction is humanizing, which means our children are placed at the center of this work? It's liberating. They see themselves in it. They're able to do it. It's healing. Healing for the teacher as well as for the student. And healing in that the student sees themselves as capable and able to do this, and then joyful that it's just fun and interesting and engaging. I think, over time, what we've seen is it helps us see those four beliefs come to life in every single classroom that's doing it. When that activity is underway and children are engaged and interested, there's a beautiful hum that settles over the room. And sometimes you have to remind the teacher step back, take a look at what is happening. Melissa: Those guys are all engaged. They're all interested. They're all doing work that matters to them because it's their work, it's their creation. It's not a workbook page, it's not a fill in the blank. It's not a do what I do. It's, you know what? “We have faith in you. We believe that you can do this,” and they show us time and time again that they can.  Danielle: I'll continue to echo that. Where for Milwaukee Public Schools and in the work that we are seeking to do is really creating these really transformative math spaces for, in particular, our Black and brown children. And really just making sure that they are seeing themselves as mathematicians, that they see themselves within this work, and that they are able to share their thinking and have their brilliance on display. And also, to work through the mathematical processes, too, right? This routine allows you to make mistakes and try a new strategy.  Danielle: I had this one little guy a couple months ago, he was working in a pretty large collection, and I walked by him and he was making groups of two, and I was like, “Oh, what are you working on?” And he's like, “I'm making groups of two.” And I thought to myself, I was like, “Oh boy, that's going to take him a long time” cause they had a really big collection. And I kind of came back around and he had changed it and was making groups of 10. So, it really creates a space where they start to calibrate and they are able to engage in that agency for themselves. I think the last piece I'd like to add is to really come to it from the teacher side as well … is that what Melissa spoke about was those four beliefs. And I think what we've also found is that county collections has been really healing for our teachers, too. We've had teachers who have actually told us that this helped me stay in teaching. I found a passion for mathematics again that I thought I'd lost. And I think that's another piece that really keeps us going is seeing not only is this transformative for our kids, cause they deserve the best, but it's also been really transformative for our teachers as well to see that they can teach math in a different way.  Mike: Absolutely, and I think you really got to this next transition point that I had in mind when I was thinking about this podcast, which is, listening to the two of you, it's clear that this is an experience that can be transformative mathematically and in terms of what a child or even a teacher's lived experience with mathematics is. Can you talk a little bit about what might be some very first steps that educators might take to get started with this? Danielle: Absolutely. I think one thing, as Melissa and I were kind of thinking about this, is someone who is like, “Oh my gosh, I really want to try this.” I think the first piece is to really take stock of your kiddos. If you're interested in diving into the research of Clements and Sarama and working with the county trajectory, we would love for you to Google that and go to learningtrajectories.org. But I think the other piece is to even just do a short little interview with your kids. Ask each of your little ones, “Count as high as you can for me and jot down what you're noticing.” Give them a collection of 10 of something. It could be counters, it could be pennies. See how they count that group of 10. Are they able to have that one-to-one? Do they have that verbal count sequence? Do they have that cardinality? Can they tell you that there is 10 if you ask them again, “How many?”? Danielle: If they can do that, then go ahead and give them 31. Give them 31 of something. Have them count and kind of just see the range of kiddos that you have and really see where is that little challenge I might want to give them. I think another really nice piece is once you dive into this work, you are never going to look at the dollar section different. You are always just start gathering things like pattern blocks. I started with noodles. That is how I started counting collections in my classroom. I used a bunch of erasers that I left over from my prize box. I use noodles, I use beads, bobby pins, rocks, twigs. I mean, start kind of just collecting. It doesn't have to be something that you spend your money on. This can be something that you already use, things that you have. I think that's one way that you can kind of get started. Then also, procedures, procedures, procedures, like go slow to go fast. Once you've got your collections, really teach your kids how to respect those collections. Anchor charts are huge. We always say, when I start this with 4-year-olds, our first lesson is, “This is how we open the bag today. This is how we take our collections out.” So, we always recommend go slow to go fast, really help the kids understand how to take care of the collections, and then they'll fly from there.  Mike: So, Melissa, I think this is part two of that question, which is, when you think about the kinds of things that helped you start this work and sustain this work in the Milwaukee Public Schools, do you have any recommendations that you think might help other folks? Melissa: Yeah. My first entry point into learning about counting collections other than through an incredibly valued colleague [who] learned about it at a conference, was to venture into the TED. I think it's TED, the teacher resource site, and that was where I found some initial resources around how do we do this? We were actually getting ready to teach a course that at the time Danielle was going to be a student in, and we knew that we wanted to do this thing called counting collection. So, it's like, “Well, let's get our act together on this.” So, we spent a lot of time looking at that. There's some lovely resources in there. And since the explosion of the importance of early mathematics has happened in American mathematical culture, which I think is fantastic, wonderful sites have come up. One of our favorites that we were talking about is Dreme. D-R-E-M-E, the Dreme website. Fantastic resources. Melissa: The other one Danielle mentioned earlier, it's just learningtrajectories.org. That's the Clements and Sarama research, which, 15 years ago, we were charged as math educators to figure out how to get that into the hands of teachers, and so that's one of the ways that they've done that. A couple of books that come to mind is the [“Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education”]. Fantastic. If you don't have it and you're a preschool teacher and you're interested in math, get it. And then of course, the “Choral Counting & Counting Collections” book by Franke, Kazemi, Turrou. Yeah, so I think those are some of the big ones. If you want just kind of snippets of where to go, go to the Dreme, D-R-E-M-E, and you'll get some lovely, lovely hits. There's some very nice videos. Yeah, just watch a kid count ( laughs ). Mike: I think that's a great place to stop. I can't thank you two enough for joining us. It has really been a pleasure talking with both of you. Danielle: Thank you so much.  Melissa: Thanks for your interest in our work. We really appreciate it. Mike: With the close of this episode, we are at the end of season two for Rounding Up, and I want to just thank everyone who's been listening for your support, for the ways that you're taking these ideas up in your own classrooms and schools. We'll be taking the summer off to connect with new speakers, and we'll be back with season three this fall. In the meantime, if you have topics or ideas that you'd like for us to talk about, let us know. You can reach out to us at mikew@mathlearningcenter.org. What are some things you'd like us to talk about in the coming year? Have a great summer. We'll see you all in the fall.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Milwaukee Public Schools is cutting 149 teacher positions while continuing to employ hundreds and hundreds of unnecessary bureaucrats--including a "climate justice coach!" Plus, the latest on a simmering controversy at the Rock in Franklin.

Republican U.S. Senate candidate Eric Hovde is closing the fundraising gap in his race against Democratic Senator Tammy Baldwin. UW-Green Bay and Saint Norbert College are partnering to allow students to study at both schools. Joe Schulz will have the details. And, Milwaukee Public Schools plans to eliminate full-time trauma support specialists from a specific zip code in the city.