About All Learners Network
The All Learners Network uses five key components to help math leaders and, ultimately, teachers, support all students to be successful in mathematics. These components include:
High Leverage Concepts (HLCs) are key mathematical understandings that students will need to be successful in the following year of school. For example, all students need to demonstrate understanding of the HLC in first grade – adding and subtracting numbers to 120 – to be successful in second grade where they will be adding and subtracting numbers within 1,000. HLCs are the focus of most/all remedial efforts at a particular grade level.
The All Learners Network makes use of a workshop-style approach to lessons in order to leverage both inclusion and differentiation for student learning. Instruction in the All Learners Network is focused on the use of conceptual models to facilitate individual student understanding. Multiple ways to solve (and understand) problems are encouraged. The elements of the All Learners Lessons include:
Launch (often a Number Talk or short problem)
Main Lesson (focused on heterogeneous problem solving and student discourse)
Menu (a differentiated part of the lesson used for remediation and the presentation of “just right” practice and reflection)
Closure (a time for sharing, reflection, and formative assessment)
Instructional coaches and teacher-leaders are the key participants in the All Learners Network. Through tools made available in All Learners Network instructional leaders support teachers to develop their pedagogical skill, interpret and use assessment data, and support learners who struggle with math.
The instructional leaders who have participated in the All Learners Network for the last two years are concerned primarily with what works. That is, they are focused on instructional practices that support all learners to demonstrate understanding of High Leverage Concepts before the end of the year. All Learners coaches are constantly trying new practices, revising instruments (like the High Leverage Assessments), learning and revising techniques (like clinical interviews). As teachers and coaches in the field find success, their results are reported throughout the All Learners Network so others can validate or revise these new practices.
The All Learners Network is focused on the success of every child. We believe that children can only be successful at mathematics if they construct their own understanding from experience. Since each learner has unique qualities, a big focus of our work is on understanding how students think in order to provide them with the kinds of experiences that will deepen their conceptual understanding or make it more efficient. We use Formative Probes, Clinical Interviews, Collaborative Studies – specific coaching tools to help teachers and leaders get good information on student understanding and plan accordingly.
About Our Instructors
John Tapper, Ph.D.
John was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences ranges from the two-room elementary school in Vermont where he began his career to his work at the Neighborhood School on the Lower East side of Manhattan. In the 1990s, he co-founded the nationally recognized Westminster Primary Program, an innovative non-graded public school in southern Vermont where children ages 6-10 learned together.
John completed his PhD in Teaching and Learning at New York University focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. John has provided professional development on mathematics learning throughout the U.S., Eastern Europe, and Japan. He is currently a professor of elementary education at St. Michael’s College where he prepares future teachers to teach mathematics. He is the author of Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Mathematics, K-8. He is one of the founders of the All Learners Project, an effort to make math accessible to students regardless of background or circumstance.
Fran Huntoon has been working with middle school teachers and coaches on the All Learners Project. She is an educational consultant and works with schools and districts to improve math instruction. Fran is a former elementary and middle school teacher who taught math to all ages from kindergarten to grade 6. Along with her work with the All Learners Project, Fran is a mentor and instructor for the Vermont Mathematics Initiative, a national facilitator for the Ongoing Assessment Project, and an organizer for the statewide Ed Camps focused on Multi-Tiered Systems of Support in Math Education.
Karen Reinhardt is currently a Math Research Specialist working for TeachingWorks at the University of Michigan, where she helps support both pre-service and inservice teachers improve math instruction. Prior to this, she was a K-8 math coach and curriculum specialist in Chittenden East Supervisory Union.
Karen teaches a Main Lesson/Menu graduate course, facilitates All Learners groups, and is a National Trainer for OGAP (the Ongoing Assessment Project) in Additive and Multiplicative Reasoning and Fractions. Karen’s passion right now is helping teachers to support EVERY child to be a competent, confident math learner.
When she’s not working with teachers and students, Karen enjoys hiking with her family and dog and getting lost in a great book.
Bob Laird works for the Vermont Mathematics Initiative (VMI) at the University of Vermont, where he oversees the teaching/learning and action research strands, and serves as a lead statistics instructor. The VMI, started in 1999, is a three-year masters program for K-12 mathematics teachers with more than 500 graduates across Vermont.
Bob is also co-author of A Focus on Fractions: Bringing research to the classroom (Routledge, 2015), and A Focus on Multiplication and Division: Bringing research to the classroom (Routledge 2017).
Over the past 15 years, Bob has been involved in numerous mathematics instructional and systemic support projects both nationally and internationally. These include initiatives with Philadelphia Public Schools, Cincinnati Public Schools, the Alabama Math Science and Technology Initiative, Queen Rania Teachers’ Academy in Amman, Jordan, and the Institute for the Promotion of Teaching Science and Technology and Kenan Institute Asia in Bangkok, Thailand.
Bob was an elementary and middle school teacher for 21 years.
Sandi Stanhope worked in Franklin County for over 25 years as a primary classroom teacher, teacher leader, math interventionist and math coach. She has spent more than 15 years digging into the research around the ways in which young children develop early numeracy, additive reasoning, and their overall sense of mathematics. As a result of this focus, she became one of the lead facilitators in the development and implementation of and training for the Primary Number and Operations Assessment (PNOA), a tool used throughout Vermont and elsewhere to identify what young students know and can apply around concepts in early numeracy. In addition, in the role of a primary mathematics consultant, she provides professional development through teaching workshops and graduate level courses, such as Laying the Foundation, Building Upon the Foundation, Problem Solving: Making Sense of Mathematics, and Relational Thinking: Laying the Foundation for Algebra (just to name a few) in school districts across the state of Vermont. All of these courses support the teaching and learning of essential content, knowledge, and pedagogy for teachers and students in the area of mathematics. Sandi is also a 2010 graduate of Vermont Mathematics Initiative and a national trainer for OGAP Additive Reasoning. When she is not immersed in researching the mathematics of young children, Sandi enjoys time off with her family and traveling.