Strand 3 Sessions -- Monday, April 20, 2009
Strand 3: Curriculum Leadership

3  09:30 AM146ABCSecondary (9 - 12)Regular (60 min)Curriculum Leadership

Four Years From First-Year Algebra to Calculus is Not Enough
Many of our best students take algebra in eighth grade and calculus in 12th grade. Because of their success, we expect other students to go from algebra to calculus in four years. I argue that this is an unrealistic expectation with a rich standards-based curriculum.


Zalman Usiskin, The University of Chicago, Chicago, IL

30  10:45 AM152BIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Professional Development Strategies to Promote Change in the Teaching of Computation
This session will describe methods that have been used in other parts of the world to change the teaching of computation to focus on mental strategies before the development of paper and pencil methods. The speaker will focus on methods used in Australia.


James Burnett, ORIGO Education, Brendale, Queensland

36  12:00 PM145AGeneralDouble (120 min)Curriculum Leadership

Understanding Curriculum Coherence, Why it is Important, and Tools for Helping Districts Achieve It
National and international studies highlight the lack of coherence in the United States K-12 curricula. What contributes to this incoherence? What is a coherent curriculum? The session will consider strategies and share tools to help district teams analyze their intended, implemented, and achieved curriculum to improve learning for all students.


Mary Bouck, Michigan State University, East Lansing, MI
Gail Burrill, Michigan State University, East Lansing, MI

40  12:00 PM154ABGeneralDouble (120 min)Curriculum Leadership

Engaging Parents in Mathematical Thinking: Parent Workshops to Support Successful District-Wide Curriculum Implementation
Successful implementation of a K-5 mathematics curriculum requires parent understanding of its pedagogy and mathematical ideas. In this session, district, school, and family leaders share the structure of workshops designed to inform parents, deepen their understanding of elementary mathematics, and provide them with tools to support student learning.


Nancy Horowitz, Cambridge Public Schools, Holyoke, MA
Frederick Park, Cambridge Public Schools, Cambridge, MA
Shirley Harvey, Cambridgeport School, Cambridge, MA

41  12:15 PM146ABCGeneralRegular (60 min)Curriculum Leadership

Proportional Reasoning and Success with Algebra: The Incredible Hulk and The Shrunken Kids
Proportional reasoning is fundamental to the successful study of algebra. There are numerous applications in the curriculum, beginning in Kindergarten, that are rich for development of this reasoning method. Understanding proportional reasoning and its many applications, teachers will be better able to prepare students for algebra.


Carole Greenes, NCSM Past President, Arizona State University, Mesa, AZ

48  12:15 PM152AMiddle (6 - 8)Regular (60 min)Curriculum Leadership

Adding Depth and Complexity to the Middle Grades Mathematics Curriculum
This session will focus on techniques for challenging advanced students while engaging students with diverse backgrounds. Participants will be actively involved in using proven teaching, learning, and questioning strategies to add depth and complexity to problems to enrich top students while giving access to important mathematics to all students.


Linda Sheffield, Northern Kentucky University - Emeritus, Highland Heights, KY

56  01:30 PM143ABIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Math Foundations: Focused Intervention for Long-Term Student Success
Today's mathematics curricula are comprehensive and fast-paced. In the practical life of the classroom, this often means that some students fall behind. Come learn how an innovative intervention program, Math Foundations, targets foundational concepts and provides relevant and meaningful mathematics for all. Our school's test scores soared. Yours can, too.


Keith Jones, Montgomery County Public Schools, Gaithersburg, MD
Robyn Silbey, Montgomery County Public Schools, Gaithersburg, MD
Michelle Powell, Montgomery County Public Schools, Gaithersburg, MD
Catherine Stephens, Montgomery County Public Schools, Gaithersburg, MD

73  02:45 PM143CGeneralRegular (60 min)Curriculum Leadership

Enacting New Mandatory State Guidelines for K-12 Mathematics by Connecting Curriculum, Instruction, Assessment, Research, and Professional Learning
As of May 2008, Iowa has new first-ever mandatory state guidelines for K-12 mathematics, which are being implemented through professional learning that connects curriculum, instruction, and assessment, based on research. We will discuss the state initiative, with examples and experiences, and report on progress in this new state adventure.


Eric Hart, Maharishi University of Management, Fairfield, IA
Judith Spitzli, Iowa Department of Education, Des Moines, IA

75  02:45 PM150BGeneralRegular (60 min)Curriculum Leadership

Leading Curriculum Selection as an Opportunity for Improving Mathematics Learning
Curriculum leaders face many decisions when facilitating the selection process of mathematics instructional materials. In this session, we will share findings from an NSF-funded study that reports on the mathematics adoption experiences of curriculum leaders across the country, including their role in the selection process and factors affecting selection.


June Mark, Education Development Center, Newton, MA
Deborah Spencer, Education Development Center, Newton, MA
Julie Zeringue, Education Development Center, Newton, MA
Katherine Schwinden, Education Development Center, Newton, MA

79  02:45 PM144AIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Integration of Mathematics, Science, and Literacy
In New York City we are developing strategies that would integrate our science, mathematics, and literacy curricula. During this interactive workshop participants will have an opportunity to experience this process. We will share our strategies, and we will analyze the role notebooks play in deepening conceptual understanding of our students.


Sandra Jenoure, New York City Department of Education, New York, NY
Elizabeth Emond, New York City Department of Education, New York, NY

84  04:00 PM143ABGeneralRegular (60 min)Curriculum Leadership

Providing an International Lens to Curriculum Leadership: Achieve's International Benchmarking Project
Achieve has analyzed the content and performance expectations of K-12 mathematics standards from over a dozen countries. This session will focus on the findings of this work and its implications for curriculum leaders working to implement relevant and meaningful standards and curricula.


Kaye Forgione, Achieve, Inc., Washington, DC
Laura Slover, Achieve, Inc., Washington, DC

89  04:00 PM151AGeneralRegular (60 min)Curriculum Leadership

Digging Deeper for Systemic Alignment and Improved Mathematics Instruction
There are many factors that contribute to the status of a "low-performing" school. Research shows that a primary factor is systemic misalignment of mathematics assessment, standards, curriculum, and instruction. This session will discuss the importance of data, standards analysis, and steps a collaborative team should take to ensure systemic alignment.


Angie Watson, Region 16 Education Service Center, Amarillo, TX

Strand 3 Sessions -- Tuesday, April 21, 2009
Strand 3: Curriculum Leadership

101  08:45 AM145AGeneralRegular (60 min)Curriculum Leadership

Curriculum Alignment: Models, Processes, and Lessons Learned
Is your district in need of curriculum alignment? Join us for lessons learned through different curriculum models and processes that evolved from work with a single district to a cohort of districts to a curriculum product now in use throughout the state.


Tamara Ramsey, Education Service Center Region XIII, Austin, TX
Jo Peters, Education Service Center Region XIII, Austin, TX
Susan Hemphill, Education Service Center Region XIII, Austin, TX
Carol Gautier, Education Service Center Region XIII, Austin, TX

106  08:45 AM146CSecondary (9 - 12)Regular (60 min)Curriculum Leadership

Not Your Grandpa's Algebra: Rethinking PK-12 Mathematics for College and Workforce Readiness
What steps can get us to a continuous, coherent, PK-12 mathematics curriculum that prepares all students to enter college or the workforce in the rapidly changing world of the 21st century? What needs to happen in high school to build on increasing coherence and beginnings of success in elementary and middle school mathematics?


Cathy Seeley, University of Texas Dana Center, Austin, TX

111  08:45 AM154AGeneralExtended (90 min)Curriculum Leadership

A Leap of Faith: Transitioning to a Focused Curriculum
Florida was the first state to base its standards on Curriculum Focal Points. Experienced-based aspects of transitioning to a curriculum that is focused on depth rather than breadth will be shared with special attention given to the process of leading teachers and administrators to understand what it means to teach deeply.


Juli Dixon, University of Central Florida, Orlando, FL

113  08:45 AM140ABPrimary (PK - 2)Extended (90 min)Curriculum Leadership

Basic Facts: Building a Systemic Program for All Learners
Basic facts are the building blocks for mathematics success. Students must attain automaticity through a structured curriculum that focuses on strategies and differentiation. This session will share the research and development of a district-wide basic fact program.


John SanGiovanni, Howard County Public School System, Ellicott City, MD
Kay Sammons, Howard County Public School System, Ellicott City, MD

115  08:45 AM144CIntermediate (3 - 5)Extended (90 min)Curriculum Leadership

Helping Staff Instruct Students in the Academic Vocabulary of Mathematics by Combining High Interest Mathematics Manipulatives and a Six-Step Process
Investigate how to use mathematics manipulatives with Marzano and Pickering's "Six-step process for direct instruction in subject-area vocabulary," to help students speak, write, and listen to the language of mathematics. Participate in hands-on activities that are mathematically sound and supportive of one or more of the Six Steps Marzano outlines.


Robert Jesberg, K'NEX Education, Hatfield, PA
Janie Zimmer, Research -Based Education, Reading, PA

121  10:15 AM145AGeneralRegular (60 min)Curriculum Leadership

Changing Their Minds: Making the Textbook a Resource Instead of the Curriculum
Alignment of state curriculum frameworks with district resources is fundamental to student achievement. Curriculum frameworks will be analyzed and subdivided into more precise skills. Textbooks will be examined to see if they meet the framework requirements. Gaps between the curriculum frameworks and textbooks will be identified.


Kimberly Jones, The Learning Institute, Hot Springs, AR
Pam Berry, The Learning Institute, Hot Springs, AR

124  10:15 AM150AGeneralRegular (60 min)Curriculum Leadership

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


Diane Briars, NCSM President-Elect, Pittsburgh, PA
Ruth Harbin Miles, NCSM Membership Chair, Hays, KS

126  10:15 AM143ABMiddle (6 - 8)Regular (60 min)Curriculum Leadership

Developing Algebraic Reasoning in the Middle Grades - Coherence or Chaos?
With 50 different state frameworks, it is difficult to maintain coherence and integrity of any mathematics curriculum. This talk will present examples of students' algebraic reasoning in middle grades from classrooms using an National Science Foundation-funded curriculum and raise issues about the challenges in developing algebraic reasoning.


Elizabeth Phillips, Michigan State University, East Lansing, MI

128  10:15 AM151BMiddle (6 - 8)Regular (60 min)Curriculum Leadership

Accent on Algebra: Developing Conceptual Understanding by Making Connections Across the Middle Grades Curriculum
The NCTM Curriculum Focal Points emphasize a strong focus on algebra during middle school. Learn how teachers can help students gain a deeper understanding of algebra with curriculum specifically designed to make connections among prior experiences. Participants will explore activities across grades 6, 7, and 8 that showcase such connections.


Katherine Gavin, University of Connecticut, Storrs, CT

136  10:30 AM154AMiddle (6 - 8)Extended (90 min)Curriculum Leadership

Open-Ended Problems That Fit the Middle School Curriculum - With Extensions
Participants will engage in considering a different view of good problems for the middle school curriculum: simple rule to begin, engage in mathematical thinking, computational practice while solving the problem, and connect to mathematics at a higher level. See that once we get the answer, mathematics begins. Useful Handouts.


Jerry Becker, Southern Illinois University Carbdonale, Carbondale, IL

137  10:30 AM144ASecondary (9 - 12)Extended (90 min)Curriculum Leadership

Making Sense Of Mathematics: The Answer is the Question
Too often students learn rote procedures with little understanding and consequently cannot transfer their learning to any new setting. Using technology and a focus on inquiry, asking questions that engage students in thinking and reasoning about the mathematics and about the procedures can make a real difference in student learning.


Tom Dick, Oregon State University, Corvallis, OR

143  02:30 PM145AGeneralRegular (60 min)Curriculum Leadership

A Collaborative Discussion with NCSM Past Presidents about Creating a Rational K-12 Mathematics Curriculum
Building from the PRIME Leadership Standard for Curriculum Leadership, this session will blend small group discussion and large group sharing to address strategies for creating a more rational K-12 mathematics curriculum. An experienced group of NCSM Past Presidents will facilitate the discussions and model the process of collaborative discussion.


Larry Bradsby, NCSM Past President, Lakewood, CO
Steve Leinwand, NCSM Past President, Washington, DC

148  02:30 PM151AIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Teach Less, Learn More - Curriculum Implementation in Singapore Schools
Using selected topics such as area and fractions, the speaker illustrates how the goal to teach less so that students can learn more can be achieved in the implementation of a national curriculum. Teach Less, Learn More is an initiative in Singapore schools across subject areas.


Ban Har Yeap, Nanyang Technological University, Singapore, Singapore

153  02:30 PM149ABGeneralExtended (90 min)Curriculum Leadership

A Balanced Curriculum: The Integration of Basic Skills and Conceptual Understanding
This session will provide supervisors and teachers with strategies to develop and implement curriculum that integrates conceptual understanding and basic skills in mathematics. Participants will be involved in activities that can foster support for such in school mathematics and lead to standards-based reforms that are supported by all stakeholders.


Eric Milou, Rowan University, Glassboro, NJ

156  02:30 PM154BGeneralExtended (90 min)Curriculum Leadership

Pennsylvania's Standards-Aligned System in Mathematics
Pennsylvania had created a system of educational components and resources to provide focus and coherence for all mathematics classrooms in the Commonwealth. This session will detail and show examples of these standards-aligned components and the professional development program that supports its implementation. Exemplars of the web tool will be shared.


Jim Bohan, Lancaster-Lebanon Intermediate Unit 13, Lancaster, PA

Strand 3 Sessions -- Wednesday, April 22, 2009
Strand 3: Curriculum Leadership

178  08:00 AM146CGeneralRegular (60 min)Curriculum Leadership

Mathematics Specialists, Teacher Specialists, and Coaches: Where is this going? What do we know?
There is a growing interest in mathematics specialists. Who are they? What do they do? What do we know about their successes and challenges? This session will update this national initiative and provide suggestions for next steps - including recommendatins from the National Mathematics Advisory Panel report.


Francis (Skip) Fennell, McDaniel College; NCTM Past President, Westminster, MD

181  08:00 AM150AGeneralRegular (60 min)Curriculum Leadership

Essential Understandings Book Series:
An NCTM content series for teachers, Essential Understandings focuses on grade-band-specific topics that are mathematically important, difficult to understand and challenging to teach. This session will provide an overview of the books planned for grades PreK-2, and the first book in the series, "Number Concepts and Numeration," will be discussed.


Barbara Dougherty, University of Mississippi, University, MS
Alfinio Flores, University of Delaware, Newark, DE

191  08:00 AM152AMiddle (6 - 8)Extended (90 min)Curriculum Leadership

How Teachers Use Reform and More Traditional Curricula to Teach Algebraic Concepts in Middle School: Insights from a Longitudinal Study
Based on findings from more than 600 classroom observations and multiple assessments over three years, the presenters will provide research-based insights about how teachers use reform and more traditional curricula to teach algebraic concepts. Presenters and audience will explore implications of these research-based insights for improving instruction in their districts.


John (Jack) Moyer, Marquette University, Milwaukee, WI
Jinfa Cai, University of Delaware, Newark, DE
Connie Laughlin, Marquette University, Milwaukee, WI
Bikai Nie, University of Delaware, Newark, DE

195  08:00 AM154BSecondary (9 - 12)Extended (90 min)Curriculum Leadership

NCTM's Focus in High School Mathematics: Reasoning and Sense Making
This session will provide an update on NCTM's High School Curriculum Project, including an overview of "Focus in High School Mathematics," which argues that reasoning and sense-making should be at the center of high school mathematics. We will also discuss other activities of the project, including follow-up publications.


W. Gary Martin, Auburn University, Auburn, AL
Gary Kader, Appalachian State University, Boone, NC
Henry Kepner, University of Wisconsin-Milwaukee, Milwaukee, WI
Eric Robinson, Ithaca College, Ithaca, NY

207  09:15 AM145AMiddle (6 - 8)Regular (60 min)Curriculum Leadership

Professional Learning Communities: Tackling Middle School Mathematics
Richmond Public Schools, an urban school division, is working hard to address the issues in middle school mathematics: enhancing teacher quality, improve instruction, and sustaining teachers. Learn about the effective strategies that engage educators in examining their pedagogy, content knowledge, and knowledge of the urban student.


Kenya Wallach, Richmond Public Schools, Richmond, VA
Maria Crenshaw, Richmond Public Schools, Richmond, VA

211  10:00 AM154BGeneralExtended (90 min)Curriculum Leadership

What Do Focus, Attention, and Language Learning Have to Do with Problem Solving and Early Algebra?
The way young children acquire language tells a lot about how they learn mathematics. Examples of activities and children's thinking will illustrate roles of attention, memory, and language processing in problem-solving, and how to use and develop these "non-mathematical" strengths. Examples include algebraic language and the language of word problems.


E. Paul Goldenberg, Education Development Center, Newton, MA

212  10:00 AM152AIntermediate (3 - 5)Extended (90 min)Curriculum Leadership

What's Your Problem?
Help teachers to teach problem solving through number sense and the use of strategies. We will look at identifying rich problems, supporting student exploration through good questions, and enabling students to explain their thinking. All approaches are important components of a rich problem-solving (and mathematics) program.


Linda Gojak, John Carroll University, NCSM Past President, University Hts., OH

225  10:30 AM151BIntermediate (3 - 5)Regular (60 min)Curriculum Leadership

Equity and Access for ALL: Strategies for Helping Students Communicate Like Mathematicians
Come learn how elementary teachers in 22 urban and suburban schools helped students think deeply about complex ideas and communicate their understanding. Providing challenging tasks, establishing supportive environments, engaging in high-level discussions, and encouraging quality writing were hallmarks of these classrooms. Student work and practical strategies will be shared.


Tutita Casa, University of Connecticut, Storrs, CT
M. Katherine Gavin, University of Connecticut, Storrs, CT

226  10:30 AM146CMiddle (6 - 8)Regular (60 min)Curriculum Leadership

State Standards for Grade 8 Algebra: Who Has the Answer?
Many states require Algebra 1 in Grade 8. What are the standards for such a course? How do standards compare across the United States? Are concerns of the National Mathematics Panel Report addressed? As leaders, are we addressing the NCSM Curriculum Principle? These questions and others will be discussed.


Don Balka, Saint Mary's College, Notre Dame, IN

^ Top