Strand 1 Sessions -- Monday, April 20, 2009
Strand 1: Equity Leadership

2  08:00 AM146ABCGeneralRegular (60 min)Equity Leadership

Improving Achievement and Closing Gaps Between Groups: Lessons from Schools and Districts on the Performance Frontier
Kati Haycock will provide an overview of achievement trends at the national and state levels, focusing particular attention on mathematics. She'll focus on opportunity and achievement gaps that separate different groups of students, sharing lessons from schools and districts that are tackling those problems head on and getting better results.


Kati Haycock, Education Trust, Washington, DC

8  09:30 AM144BCGeneralRegular (60 min)Equity Leadership

Early Algebra and Computational Fluency: How "Struggling" and "Advanced" Learners Learn about the Meaning of Operations
How does work in early algebra support computational fluency? We will present cases of teachers who engage students deeply in the meaning of operations, both supporting struggling learners and enhancing the learning of students who need additional challenge. We will describe characteristics of teacher practices that support this work.


Susan Jo Russell, TERC, Cambridge, MA
Virginia Bastable, Mt Holyoke College, South Hadley, MA
Deborah Schifter, Education Development Center, Newton, MA

19  09:30 AM140ABMiddle (6 - 8)Double (120 min)Equity Leadership

A Professional Development Institute for Administrators for Improving Mathematics Learning for Students with Disabilities
Improving mathematics learning for students with disabilities requires the leadership and support of administrators including principals, mathematics leaders, and special education leaders. Learn about ways to conduct a professional development institute for administrative teams. Experience sample activities, including case discussions, video, structured planning sessions and tools for your district.


Fred Gross, Education Development Center, Newton, MA

26  10:45 AM150BGeneralRegular (60 min)Equity Leadership

Leadership for Equity in Mathematics Education: Why It Matters and What to Do About It
Why is it important to address equity in mathematics professional learning experiences for teachers and how can this be done in meaningful and productive ways? Engage in activities and strategies used successfully to promote teacher leadership and increase teachers' understanding and ability to address issues of access and equity.


Nancy Terman, University of California, Santa Barbara, CA
Maria Guzman, Oxnard Union High School District, Oxnard, CA

31  10:45 AM144AMiddle (6 - 8)Regular (60 min)Equity Leadership

Meeting the Needs of English Language Learners: What Mathematics Teachers Need to Know
Abundant folk wisdom informs the ways mathematics educators work with-or don't work with- English Language Learners in their middle school mathematics classrooms. With an explicit focus on social justice research, this session will highlight ways to help mathematics educators identify and remedy the myths that influence our professional practice.


Anita Bright, Fairfax County Public Schools, Falls Church, VA

39  12:00 PM151BGeneralDouble (120 min)Equity Leadership

Ethnomathematics Solutions to Equity: North American Study Group of Ethnomathematics (NASGEm) Panel
Fredrick Silverman will introduce supervisors in Ethnomathematics, with leadership in research, programs, ideas, and/or strategies help schools provide access and equity for all student. Their initiatives impact assessment, linguistic diversity, teaching strategies, professional development, mathematics content, and classroom management. Discussion follows on programs, strategies, and materials increasing achievement in NCLB (No Child Left Behind).


Claudette Engblom-Bradley, Mathematical Visions, Anchorage, AK
Jim Barta, Utah State University, Logan, UT
Frederick Silverman, University of Northern Colorado, Greely, CO

47  12:15 PM143ABMiddle (6 - 8)Regular (60 min)Equity Leadership

High Standards for Middle Students with Mathematics Difficulties
This session will review recently conducted research on at-risk students and students with learning disabilities in standards-based classrooms in the intermediate and middle grades. The presenter will discuss the importance of curriculum modifications and instructional strategies, as well as specific discourse practices that support higher achievement and increased student participation.


John Woodward, University of Puget Sound, Tacoma, WA

50  12:15 PM151ASecondary (9 - 12)Regular (60 min)Equity Leadership

Too Little, Too Late ? One District's Approach to the Promise and Challenges of High School Mathematics ELLs
English Language Learners in high school present unique challenges. The session will discuss one district's implementation of five strategies to increase mathematics achievement for these students: create benchmark assessments, utilize specific software applications, provide teachers with professional development activities, revise curriculum, and give course scheduling priority to ELLs.


Warren Roane, Humble Independent School District, Kingwood, TX

54  01:30 PM152BGeneralRegular (60 min)Equity Leadership

Four Steps that Help You Diffferentiate Your Mathematics Lesson Plans
Learn about and try out a teacher-tested four-step method for lesson preparation that addresses the multiple learners in your classrooms. The four-step method helps teachers plan, prepare, and assess student learning, meeting the multiple learning needs of students and mathematics standards that teachers face daily.


Janet Herrelko, University of Dayton, Dayton, OH

69  02:30 PM145AMiddle (6 - 8)Double (120 min)Equity Leadership

Teaching Mathematics to English Learners - an English Language Development/Mathematics Partnership
Participants will engage in an interactive overview of a program developed by Pomona Unified School District to ensure access to secondary mathematics for English learners.


Diane Kinch, Pomona Unified School District, Pomona, CA

74  02:45 PM150AGeneralRegular (60 min)Equity Leadership

Knowing and Modeling PRIME Equity Leadership!
This interactive session will provide participants with the opportunity to develop understanding of the Equity Principle leadership actions as described in PRIME. Participants will spend time using self-assessment tools to connect the Equity actions into the context of their workplace. The latest PRIME Equity Toolkit materials will also be provided.


Linda Fulmore, NCSM Second Vice President, Cave Creek, AZ
Timothy Kanold, NCSM President, Chicago, IL

77  02:45 PM152AGeneralRegular (60 min)Equity Leadership

Of PRIME Concern: Unpacking the Equity Principle
In this collaborative session, participants will examine the Equity Principle of the PRIME Leadership Framework. Participants will share ideas and develop strategies for advancing the equity discussion in their district.


Bill Barnes, Howard County Public School System, Ellicott City, MD
Susan Vohrer, Baltimore County Public Schools, Baltimore, MD

85  04:00 PM143CGeneralRegular (60 min)Equity Leadership

Effective Classroom Practices that Bring ALL Students into the Mathematics Community!
We will connect the research on misconceptions of scaffolding instruction to engage all learners in the classroom. Strategies for connecting prior knowledge, revising misconceptions, and developing mathematical thinking will be explored. We will also discuss implications for intervention for students who have significant gaps.


Cindy Fielder, America's Choice, Washington, DC

87  04:00 PM150AGeneralRegular (60 min)Equity Leadership

An Examination of Gender Differences in Language Used by Parents and Children Working on Mathematical Tasks.
There are many aspects of communication between parents and children as they explore tasks together. Participants will examine video related to vocabulary use, explanations, questioning, and encouragement as parents and children explore tasks in geometry, patterning, and number. An analysis of gender differences will be explored.


Melfried Olson, University of Hawaii at Manoa, Honolulu, HI
Claire Okazaki, University of Hawaii at Manoa, Honolulu, HI
Judith Olson, University of Hawaii at Manoa, Honolulu, HI

Strand 1 Sessions -- Tuesday, April 21, 2009
Strand 1: Equity Leadership

107  08:45 AM150ASecondary (9 - 12)Regular (60 min)Equity Leadership

Changing Their Minds
Do students' self-beliefs impact their achievement? How about teacher beliefs? The typical culture of the high school mathematics classroom may be creating roadblocks to equity for many students. We will share some fresh ideas for shaping the beliefs and attitudes of teachers and students via a year-long Algebra I intervention.


Lisa Brown, University of Texas Dana Center, Austin, TX
Susan Hudson Hull, University of Texas Dana Center, Austin, TX

112  08:45 AM154BGeneralExtended (90 min)Equity Leadership

Implications of Standards-Aligned Systems of Curriculum, Instruction, and Assessment for Improving the Achievement of Students with Disabilities
This session will describe a standards-aligned system that provides a common framework based upon research and best practice for continuous school enhancement/improvement. Such a system has tremendous implications for improving mathematical understanding and state assessment results for students with disabilities. Specific examples will be provided and discussed.


Cecil Crouch III, PA Training and Technical Assistance Network, Pittsburgh, PA
Tracy Ficca, PA Training and Technical Assistance Network, Harrisburg, PA
Jim Bohan, Intermediate Unit #13, Lancaster, PA

118  08:45 AM152BMiddle (6 - 8)Extended (90 min)Equity Leadership

Enhancing Mathematics and Language Understanding through Geometry: A Model for Supporting Mathematics Coaches and Teachers Working with English Language Learners
Learn how mathematics teachers and coaches in three New York City schools improved support for English language learners by using protocols focused on academic language and mathematical understanding to guide both lesson planning and coaching discussions about lesson observations. Share benefits from the perspectives of the teachers and coaches.


Mark Driscoll, Education Development Center, Newton, MA
Johannah Nikula, Education Development Center, Newton, MA
Rachel Wing DiMatteo, Education Development Center, Newton, MA

119  10:15 AM146ABGeneralRegular (60 min)Equity Leadership

The Positioning of African American Schoolgirls as Mathematics and Science Learners
The speaker, a mathematics educator, is Co-Principal Investigator on a three-year National Science Foundation-funded study to explore how African American girls within impoverished communities position themselves in relation to mathematics and science learning and the impact of teachers, counselors and parents' positionality on the girls' science and mathematics learning experiences.


Thomasenia Lott Adams, University of Florida, Gainsville, FL

157  02:30 PM144CIntermediate (3 - 5)Extended (90 min)Equity Leadership

Meeting the Needs of Teachers of English Language Learners (ELL) in the Mathematics Classroom
The Chicago Bilingual Mathematics Laboratory is a professional development program for teachers of ELL students. Learn about how this project integrates mathematics professional development with the arts, ELL strategies, and lesson study to help teachers meet the needs of all students.


Alison Whittington, Chicago Public Schools, Chicago, IL
Ava Belisle-Chatterjee, Columbia College Chicago, Chicago, IL
Barbara Molina, Chicago Public Schools, Chicago, IL

159  02:30 PM144BMiddle (6 - 8)Extended (90 min)Equity Leadership

Strategies for Making Middle School Mathematics More Accessible to Students with Learning Disabilities
Participants will experience professional development activities that they can use with teachers to address the key question: What are ways to make lessons more accessible to students with disabilities while maintaining the integrity of the mathematics content? They will learn about strategies, view a video, and examine student work.


Amy Brodesky, Education Development Center, Newton, MA

Strand 1 Sessions -- Wednesday, April 22, 2009
Strand 1: Equity Leadership

176  08:00 AM143CGeneralRegular (60 min)Equity Leadership

Implementing the PRIME Leadership Framework: Fostering Equity Leadership and Its Three Components.
We will share how leaders can address the achievement gap in mathematics of conventionally underrepresented populations through creating an effective equity plan that will address significant and meaningful learning experiences for ALL, as well as how to create a culture of accountability through addressing biases.


Comfort Akwaji-Anderson, Iowa City Community School District, Iowa City, IA
Julie Williams, Fremont Unified School District, Fremont, CA

182  08:00 AM150BGeneralRegular (60 min)Equity Leadership

A Leader's Responsibility: Creating Equitable Solutions For Optimal Mathematical Instructional Access
Learn to lead in creating equitable solutions for providing optimal instructional access for culturally diverse learners. This presentation will describe our ongoing efforts to create culturally responsive curriculum and materials representing the mathematics of under-represented populations to students. We all gain when leaders teach the benefit of cultural inclusion.


Jim Barta, NCSM Western Region 2 Director, Utah State University, Salt Lake City, UT
Susie Hakansson, California Math Project, Los Angeles, CA

197  09:15 AM145BGeneralRegular (60 min)Equity Leadership

NCSM Position Papers: Improving Student Achievement Series
The new NCSM position papers, Equity and Students with Special Needs, are powerful statements and give NCSM members information and research to strengthen existing programs or design new ones. This session will provide the opportunity to discuss and share ways to use these papers, and others, to their fullest advantage.


Kit Norris, NCSM Position Papers Editor, Educational Consultant, Southborough, MA

217  10:30 AM146ABGeneralRegular (60 min)Equity Leadership

Dialogues with Latino Parents: Implications for Leaders in Mathematics Education
This presentation draws on over a decade of work with Latino parents and mathematics education. Focusing on the concept of parents as intellectual resources, I discuss parents' perceptions about the teaching and learning of mathematics, valorization of knowledge, issues of language and mathematics, and implications for schools (teachers and administrators).


Marta Civil, University of Arizona, Tucson, AZ

224  10:30 AM147AIntermediate (3 - 5)Regular (60 min)Equity Leadership

Sharing Our Success: Lessons from an Alaskan Program
Math in a Cultural Context (MCC) is a long-term curriculum and professional development project that has been successfully implemented across distinct cultural groups in urban/rural Alaska. This project meets the "gold" standard of the U.S. Department of Education and project success has been well documented. We will share what works.


Jerry Lipka, University of Alaska Fairbanks, Fairbanks, AK
Anthony Rickard, University of Alaska Fairbanks, Fairbanks, AK
Dora Andrew-Ihrke, University of Alaska Fairbanks, Fairbanks, AK
Evelyn Yanez, University of Alaska Fairbanks, Fairbanks, AK

233  02:30 PM144CExtended (90 min)Equity Leadership

Special Interest Group: Association of Mathematics Teacher Educators
The Association of Mathematics Teacher Educators' (AMTE) focus is on the improvement of mathematics teacher education. Join us in this session for informal conversations on important and timely topics of mutual interests, such as mathematics specialists in the elementary grades, the National Mathematics Advisory Panel report, and K-12 mathematics leadership development.


Nadine Bezuk, San Diego State University, San Diego, CA
Barbara Reys, University of Missouri, Columbia, MO

235  02:30 PM145AExtended (90 min)Equity Leadership

Equity in Mathematics Education: TODOS
Do you have Latino/Hispanic students? Are you looking for assistance and support to make your mathematics instruction accessible to all kids? Do you want to learn with us and about us? We invite you to participate in the TODOS dialogue, and in shaping future discussions.


Nora Ramirez, TODOS/Arizona State University, Tempe, AZ
Tod Shockey, University of Maine/TODOS, Orono, ME

237  02:30 PM147BExtended (90 min)Equity Leadership

Improving Mathematics Education for Students with Special Needs
Is your school district grappling with how to improve mathematics learning for students with disabilities? Share your strategies and challenges with mathematics leaders from other districts. Discuss common themes and gain new perspectives and resources on ways to address this pressing need. Join us!


Amy Brodesky, Education Development Center, Newton, MA
Fred Gross, Education Development Center, Newton, MA
Emily Fagan, Education Development Center, Inc., Newton, MA

238  02:30 PM150AExtended (90 min)Equity Leadership

Nurturing Mathematically Promising and Creative Students
Are you interested in discovering, nurturing, and supporting mathematical talent for students from all backgrounds? Research shows that our most promising mathematics students frequently make the least academic progress. Join us so that together we can make a difference for students and teachers in classrooms, in policy-making and in advancing research.


Linda Sheffield, Northern Kentucky University - Emeritus, Highland Heights, KY
M. Katherine Gavin, University of Connecticut, Storrs, CT

240  02:30 PM151AExtended (90 min)Equity Leadership

Supporting and Encouraging Females in Mathematics (Women and Mathematics Education)
Females have lower participation in mathematics and show weaker dispositions than males. This session will provide information on the current status of females in mathematics according to several important indicators. Session attendees will participate in discussions of strategies for supporting and encouraging females in mathematics. Handouts will be provided.


Lynda Wiest, University of Nevada, Reno, Reno, NV
Judy Werner, Slippery Rock University, Slippery Rock, PA
Geri Anderson-Nielsen, Mathematics Consultant, Washington, DC

241  02:30 PM151BExtended (90 min)Equity Leadership

Mathematics in a Cultural Context: Model of Ethnomathematics for Leadership, Instruction, and Curriculum in Mathematics Education for All
Our 10th Reunion, sponsored by the North American Study Group on Ethnomathematics, features Lipka's Math in a Cultural Context model that successfully incorporates Yup'ik elders' knowledge, reform-oriented mathematics, and ethnomathematics into a mathematics education program. Discussion will help mathematics leaders in attendance adapt the MCC model to their locale.


Frederick Silverman, University of Northern Colorado, Greely, CO
Jerry Lipka, University of Alaska Fairbanks, Fairbanks, AK
Dora Andrew-Ihreke, Dillingham Schools and University of Alaska, Anchorage, AK
Evelyn Yanez, University of Alaska Fairbanks, Fairbanks, AK

242  02:30 PM152AExtended (90 min)Equity Leadership

Benjamin Banneker Association (BBA): Envisioning Local Grassroots Movements in Mathematics Education for Black Children
If access to high quality, relevant mathematics is called the new civil rights for Black children, what would happen if we built a new civil rights movement to make it happen? What can we learn from the civil rights movement that can be applied to schooling today? Join our discussion.


Lou Matthews, President, Benjamin Banneker Association, Atlanta, GA
Jacqueline Leonard, President-Elect, Benjamn Banneker Association, Philadelphia, PA

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