Nancy, thank you for your interest. To help be more specific in my response, can you let me know if you are more interested in hearing about the kind of content that we engage teachers in, or are you more interested in the approach we take to engaging them? 

Hi Nadine! One of our primary goals was to simply get information out about the program, what we are doing and the results of the work, as it has been both so promising and transformative. The work of DEbT-M (which honors the stance Gloria Ladson Billings takes that we owe children underserved by the system and "education debt") is deeply personal and lift changing work (for us as much as the teachers) and we have been very lucky to be able to do this. Our audience is really whoever wants to learn about the work, whether other R&D folks who might want to draw on it, or districts who may want to implement some or all of the ideas. The size and scope of the project made it very difficult to make a 3 minute video, as I am sure many people found! Would love to talk more though. If you have any more questions, let us know.  

Karen, we have communicated your question to Michael in order that we can get you a more personal response. One of us will get back and post a more direct response following a brief discussion with him. I will say that there are a wide range of potential non-mathematical situations that can impact experiences, as well as mathematical ones, but which ones matter for which students can be tricky. It becomes very important to understand how the various factors are inter-related and can combine to impact school and classroom experiences even though they don't on the surface seem directly relevant. We have developed a pretty extensive approach to supporting teachers to be change agents and do just what you indicate, but interruptions must be done with care and understanding of the system realities in which students and educators find themselves.