Session information last updated 7-21-2018, subject to change without notice.

 
Strand 1 Sessions, Monday, April 23
 
Strand 1: Equity in Practice


1103  8:30 AM to
9:15 AM
Hall AGeneralKeynote PresenterEquity in Practice

Equity and Deeper Learning in Mathematics
While the movement for standards and accountability has largely succeeded in bringing greater attention to the issues surrounding student achievement (i.e. the fact that poor students, students of color, English language learners and students with special needs are consistently performing at lower levels), surprisingly little attention has been given to the strategies and conditions that are necessary to make higher achievement more likely.  Missing from much of the policy debate related to student achievement is how to support and cultivate effective teaching in schools and how to motivate and engage students through teaching strategies that foster deeper learning and the utilization of higher order thinking skills.  This presentation will describe strategies that have proven effective elsewhere at supporting teaching in mathematics and promoting deeper learning for all types of students.  It will also explore how schools can develop strategies to support teachers of mathematics in their efforts to raise achievement.

 

Lead Speaker: Pedro Noguera

1201  9:30 AM to
10:30 AM
Salon G/HGeneralMajor PresentationEquity in Practice

Examining Gender and Race Inequities in Mathematics Education
Building a communal understanding of the role inequities have played in our own lives enables leaders, and the teachers with whom they work, to address the inequities their own students experience. By taking time to explore leaders' and teachers' awareness of inequitable practices, leaders can provide a clearer pathway to reducing and eliminating gender and racial inequities in their own schools. This presentation will focus attention primarily on a framework that explores how females can advocate for their full participation in mathematics education, but attendees will be able to use the same general framework to develop similar strategies that address racial biases.

 

Lead Speaker: Judith Jacobs

1213  9:30 AM to
10:30 AM
146AGeneralRegular Presentation (60 minutes)Equity in Practice

Productive Strategies to Support Students' Engagement in Productive Struggle
Engaging students in tasks that involve reasoning and problem solving is essential for developing the conceptual understanding, procedural fluency, and productive habits of mind needed to prepare them for their futures. This session investigates strategies to increase students' willingness to engage in challenging tasks and how to use these tasks to advance the learning of the entire class. We'll also discuss how leaders can effectively support teachers in engaging their students in productive struggle.

 

Lead Speaker: Diane Briars

 

Handout: NCSM18_1213_Briars.pdf
Handout: NCSM18_1213_Briars.pdf

1227  9:30 AM to
10:30 AM
152BGeneralRegular Presentation (60 minutes)Equity in Practice

Decide and Defend: An Instructional Routine to Support Teacher and District Attention to Equity in the Classroom
Learn how the Decide and Defend instructional routine serves as a vessel for districts to enact beliefs regarding equitable access, teachers to develop equitable practices in their classrooms, and students to develop mathematical arguments. Developing mathematical justification and argument builds student agency and is an empowering component of equitable learning. And, the Decide and Defend routine is designed to engage and support ALL learners in this endeavor.

 

Lead Speaker: Amy Lucenta
Co-Presenter: Grace Kelemanik

 

Handout: NCSM18_1227_Lucenta.pdf

1216  9:30 AM to
10:30 AM
147AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

The Perils and Promises of Growth Mindset
The growth mindset movement has spread quickly as a strategy for bringing about the cultural change (e.g., reduce deficit thinking) required to meet districts' equity goals, especially for students who don't feel a sense of belonging in mathematics. This experienced panel of campus and district leaders will respond to your questions and share their successes and challenges related to these efforts including best practices, knowledge-building, and shared accountability.

 

Lead Speaker: Lisa Brown
Co-Presenter: Brian Newsom
Co-Presenter: Emma Trevino
Co-Presenter: Danielle Seabold

1232  9:30 AM to
10:30 AM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

The Decision-Making Protocol for Mathematics Coaching: A Tool to Empower Mathematics Teacher Leaders in Supporting Equitable Teaching Practices
The Decision-Making Protocol for Mathematics Coaching is a four-phase reflective cycle that guides coaches in supporting teachers to create a culture of effective teaching practices and learning environments for all students. The protocol guides coaches through the complex set of choices they must make as they work with individual teachers, teams of teachers, and administrators in diverse school contexts in their efforts to create a culture of high expectations and equitable classroom practices.

 

Lead Speaker: Melinda Knapp
Co-Presenter: Courtney Baker
Co-Presenter: Kimberly Hayden

1303  11:15 AM to
12:00 PM
Hall AGeneralHot TopicEquity in Practice

Hot Topic: Gender Bias and Political Power
Gender bias in mathematics is connected to the political power issues raised by the #MeToo movement. Let's talk about these connections and how we can use the public's attention to increase females' achievement and participation in mathematics.

 

Lead Speaker: Judith Jacobs

1302  11:15 AM to
12:15 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

Where Am I in My Equity Walk?
Mathematics education leaders must embrace the work that addresses issues related to equity so that all of our students have opportunity and access to rigorous and relevant mathematics learning experiences. During this session participants will engage in a discussion and self reflection of key issues and topics gleaned from the readings that were part of the Call for a Collective Action to Develop Awareness: Equity & Social Justice in Mathematics Education.

 

Lead Speaker: John Staley

 

Handout: NCSM18_1302_Staley.pdf

1331  11:15 AM to
12:15 PM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Equity in Practice: Improving Student Achievement Through Social Justice Mathematics
In a joint position statement, NCSM and TODOS: Mathematics for ALL, called for using social justice as a lens to teach mathematics. Participants will discuss salient features of social justice mathematics and culturally relevant pedagogy to deepen their understanding of how to make transformative changes to improve student achievement. After a brief introduction of terms and summary of current research, participants will break into leader groups, report back, and leave with classroom resources and look-fors.

 

Lead Speaker: Shelly Jones
Co-Presenter: Georgina Rivera

1336  11:15 AM to
12:15 PM
144CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Coaching to Disrupt Racialized Participation Patterns
In the San Francisco Unified School District, there is a large opportunity gap for African American and Latino students; something is not working. Middle school coaches have created a tool to collect participation data to surface inequities. As strengths-based coaches, we co-learn with teachers around implicit biases and inequitable participation patterns, creating counternarratives for students. In this session, we will share our experiences and analyze racial patterns of participation to have deep conversations about teaching and learning.

 

Lead Speaker: Emma Trevino
Co-Presenter: Alisa Brown
Co-Presenter: Tierra Fender

1325  11:15 AM to
12:15 PM
151BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Equity in Practice

Games for Young Mathematicians: Promoting Equity in Early Childhood Mathematics Through Games That Foster Persistence and a Learning Mindset
Learning how preschool children develop mathematical thinking and perseverance through fun, developmentally appropriate games is central to the Games for Young Mathematicians project. In this session, participants will play mathematics games and watch video of Head Start children engaging in mathematics. Participants will learn about research on the importance of early mathematics and perseverance in early childhood and ideas about how, as leaders, to incorporate this work to promote children's lifelong interest in mathematics.

 

Lead Speaker: Kristen Reed
Co-Presenter: Jessica Young
Co-Presenter: E. Paul Goldenberg
Co-Presenter: Deborah Spencer

 

Handout: NCSM18_1325_Reed.pdf

1322  11:15 AM to
12:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Response to Intervention: Amplify Instruction; Don't Simplify Content
Interventions should focus on amplifying instruction, curriculum, and community, not simplifying content. All students deserve to participate as an integral part of a community of mathematicians. We will share how we have integrated collaborative teaching, planning, and learning to ensure that strong instruction is the first step in providing equitable and accessible interventions.

 

Lead Speaker: Sarah Caban
Co-Presenter: Deborah Hatt
Co-Presenter: Nancy Harriman
Co-Presenter: Janet Delmar
Co-Presenter: Carolyn Watkins

1422  12:30 PM to
1:30 PM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

A White Girl and A Brown Guy Get Real About Culturally Responsive Instruction (Teaching Culturally ≠ Teaching Culture)
Hear about lessons learned from a mathematical friendship between an Alaskan rural educator and an Ojibwe urban educator on how to help students achieve success in a diverse classroom. Participants will learn the distinction between teaching culture in mathematics and teaching mathematics culturally. The focus will be on the development of growth mindset through place-based and student-centered instruction.

 

Lead Speaker: RunningHorse Livingston
Co-Presenter: Bobbi Jo Erb

1431  12:30 PM to
1:30 PM
143AGeneralRegular Presentation (60 minutes)Equity in Practice

Re-Envision Mathematics Instruction for English Language Learners
Consider frameworks for shaping instruction for English Language Learners. Explore practical ways to use those frameworks to influence mathematics learning environments. Learn about research and best practices. Debate with and learn from colleagues as we discuss how leaders can support best practices in classrooms.

 

Lead Speaker: John Sessoms
Co-Presenter: Janet Pittock

 

Handout: NCSM18_1431_Sessoms.pdf

1434  12:30 PM to
1:30 PM
144AGeneralRegular Presentation (60 minutes)Equity in Practice

Supporting English Language Learners: Best Practices, Top Research, New Resources
Engage in collaborative dialogue around a yearlong study focused on supporting ELL students in reaching the expectations of college- and career-ready standards. Recognizing the supports ELL students need in mathematics, Student Achievement Partners embarked on a research-based quest to improve materials for teachers and students. Learn about our process and examine a sampling of our newly modified Achieve the Core resources.

 

Lead Speaker: Astrid Fossum
Co-Presenter: Barbara Beske

 

Handout: NCSM18_1434_Fossum.pptx

1424  12:30 PM to
1:30 PM
151AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Mathematics Intervention: Strategies to Help Students Catch Up
Struggling learners deserve programs that help them catch up. Yet, support classes typically focus on below-grade level skills-an insidious form of tracking that does little to help students do better in their core mathematics class. Based on research and reality, participants will explore six principles that may promote shifts in traditional thinking about mathematics intervention, experience principles in the context of proportional reasoning, and leave ready to address this important equity issue.

 

Lead Speaker: Shelley Kriegler

1412  12:30 PM to
1:30 PM
145BMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Equity in Practice

There's More to Mathematics Than Numbers-Teacher Talk, Word Problems, and English Language Learners
Using the DIAL Model (Differentiating Instructional and Academic Language), we will look at the language of word problems related to ratios and proportional relationships and modify language to reveal the mathematics within. Through this model, complex mathematical concepts will become more accessible to struggling learners, especially English Language Learners.

 

Lead Speaker: Jeanne Simpson
Co-Presenter: Andrea Word

1503  1:45 PM to
2:30 PM
Hall AGeneralHot TopicEquity in Practice

Hot Topic: Integrating Mathematics and Social Justice into our Work
Let's strategize, share ideas and activities so social justice is not an "add-on" but an integral part of our work.

 

Lead Speaker: Nora Ramirez

1525  1:45 PM to
2:45 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Starting with a Vision of Equity: Supporting Detracking Through Professional Development
SFUSD continues our detracking efforts in a fourth year. This session will dive into our professional development (PD) principles and structures that built and shifted our district mathematics culture. Hear our story of lessons learned and challenges in re-culturing teams to work towards an equity vision that all students can make sense of rigorous mathematics in heterogeneous classes. Join in a conversation to explore the connections between PD, curriculum, coaching and other policies that best support teachers.

 

Lead Speaker: Angela Torres
Co-Presenter: Emma Trevino
Co-Presenter: Alisa Brown

 

Handout: NCSM18_1525_Torres.pdf

1502  1:45 PM to
2:45 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

Number Talks: Shifting the Classroom Culture
How do we shift the classroom culture from passive, didactic learning to one of inquiry, reasoning, and problem solving for all students? This session will explore the use of number talks as a vehicle for changing classroom culture through the lenses of student engagement, classroom discourse, and mathematical mindsets. Participants will participate in number talks and analyze classroom videos of number talks using fractions and whole numbers.

 

Lead Speaker: Sherry Parrish

1611  3:00 PM to
4:00 PM
145AGeneralRegular Presentation (60 minutes)Equity in Practice

Learning Mathematics for Social Justice: Moving from Local Contexts to Issues of Global Significance
Teaching mathematics "in context" is an effective strategy to promote learner engagement. When these contexts address issues of social justice, they can promote agency on the part of the learners and the ability to both "read" and "write" their worlds. In this session we will explore contexts that can be mathematized at different levels of complexity with examples from our own teaching in introductory mathematics content courses in 2- and 4-year college programs.

 

Lead Speaker: Jon Manon

1635  3:00 PM to
4:00 PM
144BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Opportunity Gap Diagnostic: Measuring (In)Equity in Our Students' Opportunities to Learn Mathematics
The Opportunity Gap Diagnostic (OGD) is a tool designed to re-frame the "achievement gap" as a systematic disparity in opportunities provided to certain students, which we have operationalized into four measurable domains. We will discuss operationalizing the definition, describe the OGD as a diagnostic and evaluative tool that measures district-level opportunities in mathematics for our students, and conclude with a description of how this instrument has been applied in pilot districts.

 

Lead Speaker: Miriam Gates
Co-Presenter: Eden Badertscher
Co-Presenter: Una MacDowell

1711  4:15 PM to
5:15 PM
145AGeneralRegular Presentation (60 minutes)Equity in Practice

Disrupting the Status Quo: Empowering Students by Teaching for Robust Understanding (TRU) of Mathematics
Teaching for Robust Understanding of Mathematics (TRU Math) empowers teachers to act on their belief that ALL students, including those from diverse populations, can learn mathematics. TRU Math illuminates high-impact teaching strategies for teachers to enact to disrupt the status quo and ensure students have equitable access to challenging mathematics while developing robust mathematical identities. Leave with focused and ready-to-use strategies to intervene and disrupt systems and structures leading to differential outcomes among student groups.

 

Lead Speaker: Diane Owen-Rogers
Co-Presenter: Danielle Seabold

1725  4:15 PM to
5:15 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Use Discourse to Access Language and Mathematics for English Learners
Discourse in the classroom will increase English learners' productive and receptive language functions and their comprehension of high cognitive demand mathematics concepts. All students need to reason, construct viable arguments, and critique the reasoning of others. Increasing discourse will support students' language development as they engage in these practices.

 

Lead Speaker: Susie Hakansson

1715  4:15 PM to
5:15 PM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

A Framework for Infusing Equity and Social Justice into Mathematics Curriculum and Instruction
This session will present a framework for infusing equity and social justice into mathematics curriculum and instruction. Participants will have the opportunity to engage in the framework and explore how it can be modified to meet the needs of their respective classroom settings.  The presenters will provide applicable examples of the framework.

 

Lead Speaker: Kristopher Childs
Co-Presenter: Deborah Crocker
Co-Presenter: Irma Cruz-White
Co-Presenter: Linda Fulmore
Co-Presenter: Sandie Gilliam
Co-Presenter: Paul Gray, Jr.
Co-Presenter: Karen Hyers
Co-Presenter: Kathlan Latimer
Co-Presenter: Kimberly Morrow-Leong

 

Handout: NCSM18_1715_Childs.pdf

 
Strand 1 Sessions, Tuesday, April 24
 
Strand 1: Equity in Practice


2132  8:15 AM to
9:15 AM
143BGeneralRegular Presentation (60 minutes)Equity in Practice

Mathematical Language Routines: Equity and Access for All
Join us to simultaneously engage with middle school content, practices, and mathematical language development using structured routines that are flexible and adaptable to varied classroom environments! You'll learn and practice mathematical language routines that support sense making and foster equity and access for all students. These routines create an authentic need to communicate, as students develop facility with English and disciplinary language, while providing the appropriate support to engage in rich conversations with their peers.

 

Lead Speaker: Craig Schneider
Co-Presenter: Vanessa Cerrahoglu
Co-Presenter: Sadie Estrella

 

Handout: NCSM18_2132_Schneider.pdf

2125  8:15 AM to
9:15 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Collaborative Planning: A Strategy to Narrow Learning Gaps!
Are you looking for ways to support teachers in narrowing learning gaps and decreasing the variability of student learning experiences between mathematics classrooms? We will explore the research-informed strategy of collaborative planning. Participants will analyze videos, identify common barriers, and make plans to move teams toward more equitable access to high-quality mathematics instruction for each and every student.

 

Lead Speaker: Karla Bandemer
Co-Presenter: Delise Andrews
Co-Presenter: Susie Katt

 

Handout: NCSM18_2125_Bandemer.pdf

2223  10:00 AM to
11:00 AM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Building School Capacity for More Equitable Teaching Practices through Mathematics Teacher Leadership
In this session we discuss our collaboration with K-12 mathematics teacher leaders on promoting equitable mathematical teaching practices in schools. We describe our work with teacher leaders on research-based strategies for addressing issues of equity and agency in mathematics classrooms. We identify how teacher leaders share what they're learning with colleagues in their schools. There will be opportunities to explore how similar strategies can be leveraged to support equitable mathematics teaching practices in other contexts.

 

Lead Speaker: Linda Davenport
Co-Presenter: Connie Henry
Co-Presenter: Peter Thorlichen

 

Handout: NCSM18_2223_Davenport1.pdf
Handout: NCSM18_2223_Davenport2.pdf
Handout: NCSM18_2223_Davenport3.pdf
Handout: NCSM18_2223_Davenport4.pdf
Handout: NCSM18_2223_Davenport5.pdf

2233  10:00 AM to
11:00 AM
143CHigh(Grades 9-12), GeneralRegular Presentation (60 minutes)Equity in Practice

A Commitment to Equity: One District's Systemic Approach to Change in Mathematics Education
The systemic inequities in mathematics education require systemic actions and solutions. In this session, we outline the process our district is engaging in to outline a vision for our mathematics program, to enact change to structures and belief systems that are not in alignment with that vision, and to organize our schools for continuous improvement. Details of current successes, struggles, and next steps will be shared.

 

Lead Speaker: Bryan Meyer
Co-Presenter: Abi Leaf
Co-Presenter: Brian Lawler

2224  10:00 AM to
11:00 AM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Rigor and Character: How an Understanding of the Social-Emotional Dimensions of Learning Mathematics Can Accelerate Learning
Are you working to equitably increase students' success with rigorous mathematics in your instructional program? In this session, participants will learn practical leadership techniques to help teachers and their students succeed in solving and discussing solutions to various problems in ways that build deep understanding. Come learn about real experiences in real schools that leverage social and emotional learning to increase student achievement.

 

Lead Speaker: Doug Sovde

2314  11:15 AM to
12:15 PM
146BGeneralEquity LectureEquity in Practice

Kay Gilliland Equity Lecture: Empowering Teachers to Disrupt Racial Inequities: The Fundamental Praxis of Becoming a Change Agent
As we consider how to best serve students of color in school mathematics-students who have been overwhelmingly under-served by that system-it will take a resolute commitment to praxis and to growing teachers. As a learning system, school mathematics has done poorly at a providing equitable learning opportunities. In practice, "solutions" have been rather technical or have been top-down with only minimal support to the teacher to carry out the solution. As a system, we need to reconceive of mathematics teaching as a continuous learning enterprise and of teachers as change agents in that enterprise, not just implementers of policy and/or solutions. I will share a developmental process of empowering teachers to disrupt systemic racial inequities that we use in our work. The process begins with self-study-in-context and builds to enacting an informed, reflective, systematic action plan. This process-Acknowledge, See, Speak & Act-was developed collaboratively by the Designing for Equity by Thinking in and about Mathematics (DEbT-M) networked community. The partnership's name echoes Gloria Ladson-Billings' argument, and our community stance, that we owe children of color an education debt. Grounding principles of the DEbT-M community-whose primary goal it is to reduce systemic opportunity gaps experienced by children of color in mathematics classrooms-will also be shared.

 

Lead Speaker: Eden Badertscher

2332  11:15 AM to
12:15 PM
143BGeneralRegular Presentation (60 minutes)Equity in Practice

Do's and Don'ts: Catching Kids Up on Grade-Level Mathematics
In this interactive session, we will share concrete strategies and recommendations for targeted mathematics support and intervention. Participants will explore examples of how to address students' unfinished learning to provide access to grade level content and generate solutions to common challenges schools face when supporting students with gaps. Be ready to roll up your sleeves for this exciting and productive session that will prepare you to achieve equity for all students within your role.

 

Lead Speaker: Christina Allison
Co-Presenter: Astrid Fossum
Co-Presenter: Elizabeth Horan Thompson

 

Handout: NCSM18_2332_Allison.pptx

2325  11:15 AM to
12:15 PM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Assessment and Equity: Uniting Two Critical Issues to Help Children Learn Mathematics
Too often our assessment practices primarily help us notice where potential inequities exist within our school systems instead of helping us address these inequities. Explore how elementary teachers and coaches are working together to use interview-based assessments, shared instructional practices, and common mathematical tools to close holes in students' learning so that they have increased access to mathematics.

 

Lead Speaker: Denise Brady
Co-Presenter: Jason Gauthier
Co-Presenter: Dana Gosen

 

Handout: NCSM18_2325_Brady.pdf

2513  2:15 PM to
3:15 PM
146AGeneralRegular Presentation (60 minutes)Equity in Practice

Sense-Making: Is It a Focus in Your Classrooms and Your Schools?
Are your students making sense of the mathematics they explore? Do they feel that mathematics is an inherently sensible endeavor? We'll look at ways in which students don't make sense of mathematics, consider why, and discuss strategies for making it a larger part of the expectations in your classrooms and schools.

 

Lead Speaker: Annie Fetter
Co-Presenter: Joe Schwartz

 

Handout: NCSM18_2513_Fetter-Schwartz.pdf

2502  2:15 PM to
3:15 PM
Salon IGeneralSpotlight SpeakerEquity in Practice

#blackmenteachmath: Unpacking the networks and practices of Black Men who teach mathematics
Black men account for less than 2% of the entire teaching workforce with very few as teachers of mathematics. In education, Black men are disproportionately represented in non-traditional settings, and are more likely to be situated on the margins for academics and in mathematics roles. This work focuses on Black men as teachers of mathematics by taking an ethnographic approach for (1) unpacking social and professional networks and (2) understanding characteristics and pathways relate to attitudes, beliefs, and pedagogical practices. Additionally, this work examines ways Black men who teach mathematics move beyond the margins.

 

Lead Speaker: Robert Q. Berry, III

2511  2:15 PM to
3:15 PM
145AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Equity in Practice

Keeping Girls Engaged in Mathematics in Middle School and Beyond
This session draws on current research on why girls often seem to lose interest in mathematics by middle school. The presenter engaged in a yearlong action research project that focused on girls in 4th and 5th grades, seeking to understand precisely when and why their interest in mathematics fades, and what schools and teachers might be doing to contribute to this. The research suggests several approaches schools can take to making mathematics education more equitable.

 

Lead Speaker: Abby Gordon

 

Handout: NCSM18_2511_Gordon.pdf

 
Strand 1 Sessions, Wednesday, April 25
 
Strand 1: Equity in Practice


3124  8:45 AM to
9:45 AM
151ACollege/University
(Undergraduate or Graduate)
Regular Presentation (60 minutes)Equity in Practice

Rural Education: Considering the Unique Needs of Rural Mathematics Classrooms
This interactive session will discuss rurality and rural education within the context of mathematics. We will share our efforts across rural counties to address the unique needs of mathematics education in rural classrooms. Specifically, we will discuss themes that emerged from listening sessions with district leaders: multiple endorsements in smaller schools and consideration of rural workforces. We will discuss how we have fostered relationships of mutual understanding and trust with district leaders and other stakeholders.

 

Lead Speaker: Jessica Ivy
Co-Presenter: Dana Franz

3122  8:45 AM to
9:45 AM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

Four Years Strong in San Francisco: Holding an Equity-Based Detracking Policy Over Time
Detracking is a strong stance built upon the belief that all students learn deeply in heterogeneous classes. What does it mean to hold these values within a policy while responding to the changing political pressures? In our fourth year of having a de-tracked system, San Francisco continues to learn from our data alongside strategic research partnerships. Join us in this conversation as we share lessons learned and the questions we still have.

 

Lead Speaker: Lizzy Hull Barnes
Co-Presenter: Angela Torres

3123  8:45 AM to
9:45 AM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Critical Issues in Working with Asian American Students
Asian American students are positioned as a "model minority" because of generally high mathematics scores. But these achievement scores for a general category of "Asian" students can mask real struggles with mathematics. This panel, composed of Critical Mathematics Educators who self-identify as Asian American, explores issues in working with, supporting, and empowering Asian American students. The panelists aim to make visible issues pertaining to Asian American students throughout all facets of mathematics education.

 

Lead Speaker: Theodore Chao

3114  8:45 AM to
9:45 AM
146BMiddle
(Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Equity in Practice

Mathematics and Equity: Tackling the Hard Conversations
We operate from the perspective that we all want to both improve equitable practices in, and deepen our understanding of, mathematics to better serve students and teachers. But pursuing this in reality often means having complex conversations about equity, about mathematics, and about the intersection of the two. We will draw on work across multiple projects to illustrate what it means to create opportunities to surface these essential conversations-within the session and beyond.

 

Lead Speaker: Eden Badertscher
Co-Presenter: Sarah Sword

3131  8:45 AM to
9:45 AM
143APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Equity in Practice

Doing the Math with Paraeducators
The goal of this session is to share initial findings, video, and interview excerpts from our project. We will describe the issues related to the support that paras and their cooperating teachers need to allow paras to teach mathematics to a range of students, especially those who may need the most help, e.g., those with disabilities and English Language Learners. Participants will engage in discussions about their own challenges and implications for their districts.

 

Lead Speaker: Judy Storeygard
Co-Presenter: Denise Treacy

 

Handout: NCSM18_3131_Storeygard.pdf

3201  10:00 AM to
11:00 AM
Salon G/HGeneralMajor PresentationEquity in Practice

Acknowledgment, Action, Accountability: Addressing Deficit Thinking and Deficit Language
Targeting social justice starts with the acknowledgement and the actions of leaders. Engage in in-depth discussions on deficit views while examining common phrases and descriptions used in mathematics teaching and learning. Mathematics leaders will experience tools and strategies that can be employed to foster critical conversations, reflections, and positive actions.

 

Lead Speaker: Nora Ramirez

 

Handout: NCSM18_3201_Ramirez .pdf

3214  10:00 AM to
11:00 AM
146BGeneralRegular Presentation (60 minutes)Equity in Practice

How to De-Track Mathematics Courses: Practical Ways to Support Monumental Change in Curriculum, Culture, and Achievement
Even though research indicates tracking in mathematics is both ineffective and inequitable, there are many challenges and barriers to de-tracking. Learn strategies and tactics for de-tracking mathematics courses and programs at any level by hearing how one district eliminated tracking in Algebra 1. See how a district-wide team of teachers analyzed test scores and curriculum to justify the change, collaboratively created a rigorous new curriculum, and implemented innovative assessment practices that improved culture and equity.

 

Lead Speaker: Tim Hudson

 

Handout: NCSM18_3214_Hudson.pdf

3216  10:00 AM to
11:00 AM
147AGeneralRegular Presentation (60 minutes)Equity in Practice

Re-Thinking Acceleration Practices
"What do we do now?" If you have or have not looked at your district data, now is the time to re-think your acceleration practices. Learn how a large urban district, and a whole state, changed the paradigm from the "traditional" acceleration practices of skipping toward one of coherence. Participants will receive the white paper, communication tools, and the "blueprint" developed by the Kansas State Department of Education, to begin the dialogue to re-shape these practices in their own districts.

 

Lead Speaker: Elizabeth Peyser
Co-Presenter: Sherri Martinie
Co-Presenter: Connie Schrock
Co-Presenter: Melissa Fast

3222  10:00 AM to
11:00 AM
150AGeneralRegular Presentation (60 minutes)Equity in Practice

The Adaptive Mathematics Teacher: Responding to Learner Variability
Adaptive learning promises to respond dynamically to the needs of individual learners. Mathematics teachers already do this, responding to heads on the desk or flailing arms. But they can do more. Technology can augment human adaptivity to better serve both the cognitive and emotional needs of individuals and groups of students. This session unpacks the variables that impact student learning, providing examples of how a technology-teacher partnership can make both teachers and machines smarter.

 

Lead Speaker: David Dockterman

 

Handout: NCSM18_3222_Dockterman.pdf

3225  10:00 AM to
11:00 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12), College/University (Undergraduate or Graduate), General
Regular Presentation (60 minutes)Equity in Practice

Accentuating Formative Assessment: An Essential Component for System-wide Equitable Student Outcomes
Session participants will explore and then consider ways to leverage the essential role of formative assessment that is embedded, but not always visible, within powerful equity-based instructional frameworks such as, culturally responsive pedagogy, mathematical tasks framework, classroom discourse, learning progressions, and others to improve student achievement system-wide. Session content is based on NCSM/AMTE Joint Task Force on Formative Assessment projects and findings and offers models for professional learning programs with sample tasks, vignettes, and videos.

 

Lead Speaker: Valerie L. Mills
Co-Presenter: Wanda Audrict
Co-Presenter: Marjorie Petit
Co-Presenter: Marilyn Strutchens
Co-Presenter: Edward A. Silver
Co-Presenter: Megan Burton

3301  11:15 AM to
12:15 PM
Salon G/HGeneralMajor PresentationEquity in Practice

An Introduction to Equity Literacy for Mathematics Educators
Despite the popular notion that mathematics classrooms are culture-free and safe from the sorts of biases and inequities that crop up in other subject areas, a closer look reveals a variety of equity concerns to which mathematics educators should attend. In this workshop, based on the equity literacy framework (strengthening educators' literacy related to equity), we will explore those concerns, including matters of curriculum, pedagogy, student engagement, and classroom climate.

 

Lead Speaker: Paul Gorski

3323  11:15 AM to
12:15 PM
150BGeneralRegular Presentation (60 minutes)Equity in Practice

Tracking and Equity in Mathematics Education
Who needs to take Algebra II, and why? And if algebra isn't for everyone, who decides who it's for? How much "differentiation" can there be in classrooms before you no longer have standards anymore? In this talk, we'll consider several ways in which district leaders who prize equity can approach tracking and individualization in school mathematics.

 

Lead Speaker: Jason Zimba

3334  11:15 AM to
12:15 PM
144AGeneralRegular Presentation (60 minutes)Equity in Practice

Addressing the Needs of Students with Unfinished Learning
When students arrive in our classrooms with unfinished learning, it presents a significant challenge for educators. In this session, participants will learn about "coherent content in context"-a set of design principles that attends to gaps in prior learning while focusing on important grade level content. Participants will reflect on design principles and explore a set of free, openly-licensed curricular materials designed to support all students.

 

Lead Speaker: Peter Coe
Co-Presenter: Tiayana Marks

3327  11:15 AM to
12:15 PM
152BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Equity vs. Equality in the Articulation Process
Each year teachers discuss and make decisions surrounding student placement, often determining a student's trajectory for the rest of their mathematics career. These decisions could result in an inequity of mathematical opportunities for students. This session will assist mathematics content leaders in reflecting on and engaging with tools to aide school staff in meaningful and data-driven decisions surrounding articulation practices. Presenters will share processes to address systemic challenges such as access, tracking, and deficit thinking.

 

Lead Speaker: Damitra Newsome
Co-Presenter: Anne Metzbower
Co-Presenter: Robin White

 

Handout: NCSM18_3327_Newsome1.pdf
Handout: NCSM18_3327_Newsome2.pdf

3525  2:15 PM to
3:15 PM
151BGeneralRegular Presentation (60 minutes)Equity in Practice

Beyond "Good Teaching Is Good Teaching"-Integrating Neurodiversity into Standards-Based Mathematics Pedagogy for Students with Disabilities
Mathematics education is moving beyond deficit-based assumptions about students with disabilities, yet many still assume that "good teaching is good teaching"-simply including students with disabilities in standards-based mathematics is enough. Using neurodiversity, a theory developed by self-advocates with autism, we will explore strengths and challenges of students with disabilities learning standards-based mathematics. The presentation will include research on the perspectives of students with dyslexia and autism on learning mathematics, and includes activities for teachers.

 

Lead Speaker: Rachel Lambert

3535  2:15 PM to
3:15 PM
144BHigh(Grades 9-12)Regular Presentation (60 minutes)Equity in Practice

Intensification as a Tool for Equity: Ensuring Underprepared Students Achieve Their Algebra I Credit in a Single Year
Current practices to serve students who enter Algebra I underprepared are rarely successful, putting these students at risk of falling farther behind their peers and impacting their life choices. These students need a different approach that addresses learning gaps while keeping them "on track" to complete mathematics requirements "on time." Come learn about a comprehensive approach to help these students succeed, incorporating strategies informed by literacy, social psychology, and special education research.

 

Lead Speaker: Anne Joyoprayitno
Co-Presenter: Lisa Brown

3523  2:15 PM to
3:15 PM
150BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Activating the Vision for Mathematics Assessments: How Do We Ensure Equity When Gathering and Using Evidence of Student Learning?
Highly effective mathematics programs have a clear purpose for how to use assessments as a feedback and action process for both students and teachers. What mathematical leadership actions are necessary to close the gap between the intended vision of high-quality assessment practices and the implemented practices from teacher-to-teacher or student-to-student? This session will explore capacity building strategies to effectively monitor and support a strong vision for assessment as a process for both students and teachers.

 

Lead Speaker: Bill Barnes
Co-Presenter: Mona Toncheff

 

Handout: NCSM18_3523_Barnes1.pdf
Handout: NCSM18_3523_Barnes2.pdf

3636  3:30 PM to
4:30 PM
144CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Equity in Practice

Sense Making the Gateway to Access, Equity, and Empowerment
The participants will make sense of important mathematics, while defining access and equity for their own practice. The reflective discussions will empower the group to see how they can keep sense-making at the front of their staff.

 

Lead Speaker: Michael Gould
Co-Presenter: Lisa Bush

 

Handout: NCSM18_3636_Gould.pdf

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