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

 
Strand 3 Sessions, Monday, April 23
 
Strand 3: Evidence and Experiences from the Field


1231  9:30 AM to
10:30 AM
143AIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Making an IMPACT: Initial Results of a Formative Assessment Training and Coaching Grant
In 2016, our district applied for and won a Georgia Governor's Office of Student Achievement mathematics grant. This IMPACT grant focused on formative assessment practices and coaching for teachers. In partnership with the Silicon Valley Mathematics Initiative, our first-year qualitative and quantitative results are promising. Come and find out what we strategically did, and intentionally did not do, to produce positive results in just one year, and how we plan to sustain the work moving forward.

 

Lead Speaker: Linda Smith
Co-Presenter: Cecilio Dimas

 

Handout: NCSM18_1231_Smith.pdf

1224  9:30 AM to
10:30 AM
151APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Creating Mathematically Rich Discourse and Learning with Mobile Tablets in Early Elementary Classrooms: A Research and Practice Collaboration
When used strategically, mobile tablets have the potential to contribute to classrooms where students are engaged in rich mathematical communication, critique, and problem-solving. This session will explore how educators and researchers co-investigated the use of screencasting with iPads to improve mathematics learning and teaching in K-3 classrooms. Strategies used to support students' use of this tool to review, reflect on, and critique their own and other students' thinking in the classroom will be shared.

 

Lead Speaker: Pamela Buffington
Co-Presenter: Shannon Larsen
Co-Presenter: Lisa Coburn

1221  9:30 AM to
10:30 AM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseEvidence and Experiences from the Field

Improve Fluency with Math Talks and Number Strings
We know timed tests don't teach fluency, but what does? Use number strings to improve student efficiency, accuracy and flexibility with numbers and math talks to improve students' mathmatical language and sharing of ideas. Students will learn counting, additive, and multiplicative strategies including fractions and decimals in order to gain confidence in their mathematics skills. Every student can be a mathematics expert!

 

Lead Speaker: Brittany Goerig

 

Handout: NCSM18_1221_Goerig1.pdf
Handout: NCSM18_1221_Goerig2.pdf
Handout: NCSM18_1221_Goerig3.pdf
Handout: NCSM18_1221_Goerig4.pdf
Handout: NCSM18_1221_Goerig5.pdf

1222  9:30 AM to
10:30 AM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Advocating for and Maximizing the Impact of Elementary Coaches: Lessons Learned from Research and the Field
The preparation and support that mathematics coaches receive will influence their effectiveness, but so will decisions about how they are positioned and utilized in schools. Come and interpret data from the field documenting coaches' activity patterns and learn of the connection between these patterns and student achievement. We will discuss implications for framing coaches' roles and responsibilities, as well as for establishing local leadership strategies and policies to support coaches and high leverage coaching.

 

Lead Speaker: Patricia Campbell

 

Handout: NCSM18_1222_Campbell.pdf

1312  11:15 AM to
12:15 PM
145BGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

How to Talk Mathematics so Students Learn
There is substantial evidence linking student talk to mathematical learning. But not all talk is productive and more math talk does not necessarily lead to more learning. This session will address the components of "productive math talk" including a set of talk moves that teachers can use to keep the student talk focused on the key ideas of the lesson. Strategies for coaching teachers on the use of math talk will also be addressed.

 

Lead Speaker: Nancy Anderson
Co-Presenter: Doana Marcellus

1333  11:15 AM to
12:15 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Photo-Driven Data Meetings
Utilizing photographs of written student thinking during data meetings rapidly focuses team discussion on the students' understanding and misconceptions. As photographs are examined, trends clearly emerge and highly purposeful professional development can take place during the data meeting. This highly interactive session will feature numerous examples of how photographs are utilized throughout data meetings.

 

Lead Speaker: Steve Wyborney

 

Handout: NCSM18_1333_Wyborney.pdf

1321  11:15 AM to
12:15 PM
149ABMiddle
(Grades 6 - 8), High(Grades 9-12)
Sponsor ShowcaseEvidence and Experiences from the Field

Coding: An Application of STEM in the Math Classroom
Are you trying to take the first or next step in bringing STEM into your mathematics classrooms? We'll discuss how teams across our state are collaborating to bring the benefits of STEM learning to mathematics classrooms. We share our experiences in building a professional learning program that equips mathematics teachers with the knowledge and skills to engage students in meaningful learning experiences through coding. Leave with real advice and examples of lessons learned to help you get started.

 

Lead Speaker: Michelle Rinehart
Co-Presenter: Andi Parr

 

Handout: NCSM18_1321_Rinehart-Parr.pdf

1311  11:15 AM to
12:15 PM
145AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Overthrowing the Tyranny of "Percent Correct" as the Measure of Proficiency
This talk reports on new representations of students' progress along learning trajectories: a combination of the typical "percent correct" and a new color-coded representation of progress on the trajectory. Interview data demonstrate how students and teachers interpret and use the two representations in classroom interactions. A more precise proficiency-based measure of progress can help students to participate more fully in learning and help teachers to target their use of materials and groups more effectively.

 

Lead Speaker: Jere Confrey
Co-Presenter: Meetal Shah
Co-Presenter: Michael Belcher
Co-Presenter: William McGowan

1433  12:30 PM to
1:30 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

The Big Investments: Leveraging Four Areas of Focus to Improve District-Wide Instructional Practices
Progressing toward a vision of equitable and excellent district-wide mathematics instruction requires a complex system change that can feel overwhelming and unmanageable. In this session, participants will engage with four simple, repeatable strategies used across all grade levels in Newark Public Schools to powerfully improve professional learning experiences and instructional practices in every mathematics classroom.

 

Lead Speaker: Nicholas Lee-Romagnolo

1426  12:30 PM to
1:30 PM
152AMiddle
(Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The Productive Struggle Is Real
We lead teachers through identifying big ideas, developing essential questions, designing engaging lessons, and implementing worthwhile tasks, but what if students lack the productive struggle needed for learning to take place? In this interactive session, participants will increase their capacity as a mathematics coach by engaging in a process for guiding a mathematics team through creating effective tools, implementing lessons and inspiring growth mindsets to increase student perseverance.

 

Lead Speaker: Melissa Waggoner
Co-Presenter: Lindsay Kelley

 

Handout: NCSM18_1426_Waggoner-Kelley.pdf

1423  12:30 PM to
1:30 PM
150BPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Mathematics and Curiosity Magnified! Engaging in STEM with Primary Students
Embrace students' natural curiosity with STEM lessons that integrate mathematics across subjects in your primary classroom to heighten student engagement. Participants will take part in hands-on STEM activities that transformed teachers' classroom culture to emphasize access and agency for all students.

 

Lead Speaker: Rebecca Lewis

 

Handout: NCSM18_1423_Lewis.pdf

1527  1:45 PM to
2:45 PM
152BGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Empowerment of Teachers Through Rich Mathematical Tasks and the Standards for Mathematical Practice
We will discuss our model for professional development that we have used over the last six years that has lead to the development of teacher leaders. We provide a continuum for describing teacher and student growth with the Standards for Mathematical Practice. Rich mathematical tasks, which can be used across multiple grade levels, will illustrate how teachers and students are able to move along our continuum.

 

Lead Speaker: Erick Hofacker
Co-Presenter: Kathryn Ernie

 

Handout: NCSM18_1527_Hofacker.pdf

1511  1:45 PM to
2:45 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Math Talks: Adapting the Number Talks Structure for Secondary Mathematics Classrooms
How can effective number talk routines be adapted to meet the needs of secondary classrooms? Explore strategies and resources for implementing math talks in grade 6 algebra based on a regional professional development initiative focused on numeracy, sense-making, and fostering conceptual understanding. See how math talks provide opportunities for students to communicate and justify mathematical ideas, reasoning, and arguments within a concise, organized classroom structure. Consider a coach's role in supporting classroom implementation of these tasks.

 

Lead Speaker: Michelle Rinehart

 

Handout: NCSM18_1511_Rinehart.pdf

1536  1:45 PM to
2:45 PM
144CPreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

We Talk Mathematics: Supporting Powerful Student Mathematical Discourse at the Primary Level
In this session, we will watch videos of primary students talking about mathematics, and will discuss and explore how math talks and Problems of the Month promote academic discourse and student engagement. We will showcase video cases and student artifacts from a Title 1 school. We will highlight concrete strategies to support coaches and teachers in creating a discourse-rich mathematical community in the primary classroom.

 

Lead Speaker: Tracy Sola
Co-Presenter: Cherie Foster

1634  3:00 PM to
4:00 PM
144AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Start with Heart: Transforming Teacher Practice by Exploring Our Own Beliefs and Assumptions About Teaching, Learning and Leadership
What do you value and how might your values impede your ability to understand teachers' choices in the classroom? In this session, we will share a video case study that illustrates how our biases led to assumptions and judgments that impacted our effectiveness as leaders. We will also highlight how readjusting our own lens profoundly shifted our interactions with teachers and made them more open to analyzing and changing their practice.

 

Lead Speaker: Antonia Cameron
Co-Presenter: Renee McShane
Co-Presenter: Veronica Najjar

1614  3:00 PM to
4:00 PM
146BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Concept Lessons: How They Are Designed and Taught
Teaching mathematics effectively requires a shift from teachers' presentations to facilitating concept lessons. Experts differ in concept lesson designs-how are they alike? This session explores concept lessons and informs the challenging final summary.

 

Lead Speaker: David Foster

1625  3:00 PM to
4:00 PM
151BIntermediate
(Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Teacher University and Summer Math Camp: Powerful Learning for Teachers and Students
Learn how a school district partnered with a university to run a successful learning experience for both students and teachers through their Summer Math Camp and Teacher University. Pairing these programs offered teachers real-time opportunities in camp classroom settings, thereby deepening their mathematical content knowledge and their understanding of how children learn mathematics and expanding their pedagogical skills.

 

Lead Speaker: Denise Porter
Co-Presenter: Cate Stallmeyer-Gerard
Co-Presenter: Polly Hill
Co-Presenter: Alison Whittington

 

Handout: NCSM18_1625_Porter.pdf

1636  3:00 PM to
4:00 PM
144CIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Using Principles to Actions as a Tool for Supporting Principals to Observe Mathematics Instruction and Provide Teacher Feedback
Long Beach Unified School District utilizes the Principles to Actions book as a tool in supporting administrators to "know what it looks like" when teachers are implementing the CCSSM. In training, administrators use the tool to look for actions in classroom visits and in video of instruction, and practice writing specific teacher feedback. In this session, LBUSD will share its tool, process, and learnings from their second year of implementation.

 

Lead Speaker: Rebecca Afghani
Co-Presenter: Kyoko Weber-Sickler
Co-Presenter: Nanette Seago
Co-Presenter: Catherine Carroll

 

Handout: NCSM18_1636_Afghani.pdf

1615  3:00 PM to
4:00 PM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Math Workshop: Improving Core Instruction with Guided Mathematics, Learning Stations, Student Reflection, and More
Participants will learn about the different models of Math Workshop and explore ways to increase student engagement and decrease mathematics anxiety. Come learn tips to begin and maintain this successful structure that creates a classroom environment where students engage in deep discourse, meaningful learning stations, rich problem-solving tasks, and guided mathematics groups. Finding this model of instruction worthwhile, you will want to start immediately and you will have the tools necessary to do it!

 

Lead Speaker: Jennifer Lempp

 

Handout: NCSM18_1615_Lempp.pdf

1624  3:00 PM to
4:00 PM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Reweaving the Tapestry
This session explores the successful journey of the Fall River Public Schools, a mid-size high-poverty district in Massachusetts, to transform their elementary mathematics program. The district sustained a relentless focus on bringing researched-based knowledge on how children learn mathematics to teachers, resulting in a dramatic increase in student performance from 2009-2016 that far outpaced that of the state. This session will explore the design features and use of innovative resources that supported this change.

 

Lead Speaker: Fran Roy
Co-Presenter: Catherine Fosnot

 

Handout: NCSM18_1624_Roy.pdf
Handout: NCSM18_1624_Roy.pptx

1726  4:15 PM to
5:15 PM
152AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Implementation of Effective Mathematics Teaching Practices by Establishing and Nurturing Mutually Supportive Relationships with District and School Leadership
In this session, we share our process of establishing and nurturing mutually supportive relationships with district and school leadership to support the implementation of effective mathematics teaching practices. Learn how a three-year study has led to a systemic change in administrators' practice in providing focused and equitable support for each teacher.

 

Lead Speaker: Christine Avila
Co-Presenter: Cory Bennett

1735  4:15 PM to
5:15 PM
144BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Moving from Teacher Isolation to Peer Collaboration
Middle grade and high school teachers in small schools can feel isolated when working to improve mathematics teaching and learning. Learn about an initiative designed to support collaboration across schools. Teachers engaged in ongoing professional learning that included a peer collaboration process focused on planning lessons, observing student thinking and reflection. We will share lessons learned and tools that supported this process.

 

Lead Speaker: Mary Jo Tavormina

1724  4:15 PM to
5:15 PM
151APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Are Your Teachers Sitting and Getting OR Learning and Applying?
This session will describe models of professional learning that are research-based and lead to more application and transfer within and between classrooms. We will explore the system-wide approach where professional learning is carried through administrators, coaches, and teachers to ensure coherence within your system. Three districts will share how our Math in Common community of practice learned from each other to improve our instruction.

 

Lead Speaker: Vicky Armstrong
Co-Presenter: Deb Wickman
Co-Presenter: Dianne Wilson

 

Handout: NCSM18_1724_Armstrong.pptx

1713  4:15 PM to
5:15 PM
146APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Early Mathematics Intervention: Identifying and Supporting Our Struggling Mathematics Learners
Come learn how to create an early mathematics intervention program. This session will give you practical tools to identify students' early numeracy needs. We will share a Number Fluency Developmental Pathway that can guide you in creating an instructional plan for intervention. We will also share how to advocate for an early intervention program in your school or district.

 

Lead Speaker: Judith Campbell
Co-Presenter: Chi Quach

 

Handout: NCSM18_1713_Campbell.pdf

1732  4:15 PM to
5:15 PM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

A Balanced Approach to Making Fact Fluency Assessments Meaningful
Want to assess fact fluency more effectively than with timed tests? Learn about how a district's journey to create homegrown comprehensive formative assessments that drive fact fluency instruction improved student outcomes. Focus on our process and leave with ideas for creating and implementing an effective fluency assessment practice in your classroom, school, or district.

 

Lead Speaker: Sara Baranauskas
Co-Presenter: Robin Moore

 

Handout: NCSM18_1732_Baranauskas.pdf

 
Strand 3 Sessions, Tuesday, April 24
 
Strand 3: Evidence and Experiences from the Field


2121  8:15 AM to
9:15 AM
149ABGeneralSponsor ShowcaseEvidence and Experiences from the Field

The Answer Still Matters … Eventually
Effective teachers engage students in productive struggle as a way to develop mathematical thinking and learn new content. We sometimes say, "It's not the answer that matters, it's the process." But the answer does matter, even as we focus on the struggle. How can we slow down the race to answers and use the journey as a vehicle for learning?

 

Lead Speaker: Cathy Seeley

 

Handout: NCSM18_2121_Seeley1.pdf
Handout: NCSM18_2121_Seeley2.pdf

2133  8:15 AM to
9:15 AM
143CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Lesson Study: Individualized and Hands-On Professional Development for Teachers Inside Their Classrooms and Through Their Professional Learning Teams
Teachers and coaches will share how they have supported each other in making the shifts of CCSSM and the eight Mathematics Teaching Practices from NCTM's Principles to Actions by meeting the individual needs of teachers through Lesson Study. We will share our successes, struggles, and strategies for overcoming common obstacles to doing Lesson Study and how we plan to continue the journey. We will also share our materials and lessons, then answer any questions you may have.

 

Lead Speaker: Kim McCuiston
Co-Presenter: Keri McKenzie
Co-Presenter: Julie Bacak
Co-Presenter: Cathy Johnson

 

Handout: NCSM18_2133_McCuiston.pdf

2123  8:15 AM to
9:15 AM
150BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Go Figure: Leveraging Intentionality to Gain Access and Promote Equity Through a Focus on Fluency
How do we best cultivate students' fluency (accuracy, efficiency, and flexibility)? In this session, we will discuss the successful implementation of the Instructional Learning Cycle that provides teachers and coaches with a structure to study the impact of their instruction to increase students' fact fluency. You will explore ready-to-use fluency benchmark tools for assessment, instruction, and coaching that were designed to increase access and ensure success in foundational mathematics for ALL students.

 

Lead Speaker: Diane Owen-Rogers

2135  8:15 AM to
9:15 AM
144BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Model with Mathematics: If You Build It, The Math Will Come!
Several years ago a teacher responded to the wishes of a few students who wanted to give up their lunch/recess period to spend time researching and building something of their own choice. This interest has now expanded to include over 75 students of diverse learning styles and academic abilities. Come hear how the application of key mathematics concepts, embedded in the creative process of construction, provided an authentic opportunity for the CCSS practice of modeling.

 

Lead Speaker: Anne Nesbitt
Co-Presenter: Ashley Moran

2213  10:00 AM to
11:00 AM
146AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Taking Action: Implementing the Effective Mathematics Teaching Practices
The session engages participants in activities that support Principles to Actions: Eight Effective Mathematics Teaching Practices.  The activities will include analyzing and discussing artifacts including mathematical tasks, student work, and episodes of classroom teaching. Activities are drawn from the NCTM Taking Action series.

 

Lead Speaker: Margaret Smith

 

Handout: NCSM18_2213_Smith.pdf

2226  10:00 AM to
11:00 AM
152AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Fostering Student Engagement Through Differentiation Using a Secondary Workshop Model
To become mathematically literate citizens in a changing world, all students must be active participants in a mathematics community. In this presentation we will share the outcomes of the adaption and implementation of the elementary Math Workshop structure for secondary schools in a large suburban district, including professional development opportunities for teachers and coaches, and strategies to build capacity within and across schools.

 

Lead Speaker: Jennifer Allard
Co-Presenter: David Van Vleet

 

Handout: NCSM18_2226_Allard.pdf

2236  10:00 AM to
11:00 AM
144CMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Keeping Pace … Collaborative Planning for Effective Instruction
Are your teachers working collaboratively to plan units in order to teach your curriculum? Participants will explore proven techniques for working as a team to plan for effective instruction. Discover how one school system worked with building administrators, department chairs, and teacher teams to introduce the use of high leverage team actions in tandem with a timeline. Both successes and struggles will be shared.

 

Lead Speaker: Leslie Johnson
Co-Presenter: Laura Potter
Co-Presenter: Maria Everett

 

Handout: NCSM18_2236_Johnson.pdf
Handout: NCSM18_2236_Suzuka.pdf

2235  10:00 AM to
11:00 AM
144BMiddle
(Grades 6 - 8), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Barriers and Breakthroughs: Four Years of Living Abroad, Teaching Mathematics and Implementing the Common Core to Arabic-Speaking Students
The principles and foundations of mathematics are the same everywhere around the world … or are they really? Join me as I share my four-year journey of teaching middle grades mathematics to Arabic-speaking learners in the Middle East. You might be surprised at how culture impacts which concepts of mathematics are, and are not necessarily universal. Take a glimpse at the curriculum and student work samples, and even experience a dual-language lesson simulation.

 

Lead Speaker: Jacqueline Burns

2202  10:00 AM to
11:00 AM
Salon IPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Spotlight SpeakerEvidence and Experiences from the Field

Teaching Beyond the Task: Using Yesterday's Lesson to Prepare for Today
There are many great tasks making their way into our elementary classrooms but how do we decide which ones to use and why? In this session, we'll share strategies for selecting and assessing tasks in a unit and uncover how this knowledge informs our next lesson. We'll specifically look at this work through the eyes of an elementary class in Georgia from the beginning to end and the purposeful moves made along the way.

 

Lead Speaker: Graham Fletcher

2311  11:15 AM to
12:15 PM
145AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Leading the Charge: Using Manipulatives and Graphic Organizers in the Secondary Mathematics Classroom
This workshop experience will highlight the journey of one school district's efforts to strategically infuse collaborative learning applications using manipulatives and tailored graphic organizers at the secondary mathematics level. District and teacher leaders will share how they implemented the consistent use of physical manipulatives, tracked data to assess the effectiveness, and used graphic organizers to assist with the transfer of knowledge from concrete to abstract.

 

Lead Speaker: Jaliyla Fraser

2301  11:15 AM to
12:15 PM
Salon G/HPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Major PresentationEvidence and Experiences from the Field

Leading a Cohesive Mathematics Program
How would you describe the mathematics program you lead? What components define it? What is the glue that holds it together? How does it provide access to opportunity? This session supports teachers, coaches, and administrators who lead a mathematics program. It tells the story of one district's approach to building an exemplary mathematics program through access and equity, high-quality first instruction, and differentiated support. It offers ideas about how a program defines purpose, establishes productive beliefs, identifies barriers, and sets expectations. Programmatic tools and resources will be shared.

 

Lead Speaker: John SanGiovanni

2333  11:15 AM to
12:15 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The X and Y Axis of Mathematics Vertical Teams
How is your district ensuring that every student is receiving high-quality mathematics instruction? Come learn how Gwinnett County Public Schools' Mathematics Program Office partnered with a cluster of K-12 schools to redevelop what it means to collaborate vertically. Join us as we model how this professional learning community created structured time for teachers to collaborate, implement formative assessments, and analyze student work resulting in increased student achievement.

 

Lead Speaker: Lucie Ausburn
Co-Presenter: Jessica Dickerson
Co-Presenter: Danielle Hendrickson
Co-Presenter: Jen Johnston

2324  11:15 AM to
12:15 PM
151AIntermediate
(Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Mathematical Modeling: Creating Students, Teachers, and Schools for the Future
Building a student-centered classroom is difficult. How do we cover our curriculum but still make the learning authentic? In this presentation, we will share how mathematical modeling, at the elementary level, is changing the way teachers, schools, and students are learning and teaching mathematics in a real-world application. We will share how we design and implement professional development that introduces elementary teachers to the mathematical modeling process and how it is much more than mathematical tasks.

 

Lead Speaker: Spencer Jamieson
Co-Presenter: Jennifer Suh
Co-Presenter: Kathleen Matson

2317  11:15 AM to
12:15 PM
147BIntermediate
(Grades 3 - 5), College/University (Undergraduate or Graduate)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

What Effect Do Number Talks Have on Student Achievement and Attitudes Toward Mathematics?
There is anecdotal evidence regarding the positive effects of using number talks in classrooms but little empirical evidence measuring their impact on student achievement. In this session, I will share results of a pilot research study designed to measure the effect on students when an experienced Number Talk facilitator conducts Number Talks three times a week in 3rd- to 5th-grade classrooms. This information should be useful for supervisors, administrators, coaches, and teachers.

 

Lead Speaker: Ann Dominick

 

Handout: NCSM18_2317_Dominick.pptx

2322  11:15 AM to
12:15 PM
150APreschool/Primary
(Grades PK - 2)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Research-Practice Partnerships to Support Continuity in Mathematics Curricula: The Story of San Francisco Unified School District and the COHERE Study
How can practitioners and researchers create partnerships that improve mathematics teaching and learning at scale? In this interactive session, researchers and SFUSD mathematics leaders will describe SFUSD's unique approach to bridging PK and elementary mathematics, researchers' approach to analyzing SFUSD's efforts, and ways that researchers and district leaders foster mutual learning, problem solving, and curriculum improvement over time. Participants will consider data, research-practitioner partnerships, and bridging the early childhood and elementary divide in mathematics.

 

Lead Speaker: Cynthia Coburn
Co-Presenter: Lizzy Hull Barnes
Co-Presenter: Megan Franke

 

Handout: NCSM18_2322_Coburn-Barnes-Franke.pdf

2533  2:15 PM to
3:15 PM
143CGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

From Research to Theory to Doable: Making It Work for Teachers and Administrators
From facilitating a learning walk to a lesson study to professional readings, how can research be put into practice to affect instruction for ALL students? Elements from Principles of Learning and Lesson Study have been used with teacher leaders and administrators to support the implementation and understanding of the standards for mathematical practice. This session will share tools to help anchor teacher collaboration and assist leaders' program analysis of best practices and level of effective implementation.

 

Lead Speaker: Rosa Serratore

 

Handout: NCSM18_2533_Serratore.pdf

2522  2:15 PM to
3:15 PM
150APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Launch the Learning: Lessons to Promote Teacher Collaboration and Student Engagement
Engage in tasks that "launch the learning" for mathematics and learn how these lessons have provided more opportunities for coaching and teacher collaboration. As a district, we have integrated lessons with low-floor, high-ceiling tasks to "launch" units which created more opportunities for collaboration and reflection among teachers and coaches. Participants will leave with innovative ideas of how to implement similar structures to increase teacher content knowledge and collaboration which positively impacts student engagement.

 

Lead Speaker: Molly Rawding
Co-Presenter: Linda Menkis

 

Handout: NCSM18_2522_Rawding.pdf

 
Strand 3 Sessions, Wednesday, April 25
 
Strand 3: Evidence and Experiences from the Field


3116  8:45 AM to
9:45 AM
147AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Administrators Love Mathematics, Too-Partnering Effectively with Administrators to Ensure a Quality School Mathematics Program
Too often, mathematics coaches and school administrators provide conflicting messages. This leads to teachers being less effective than they could be. In this session, a former mathematics coach turned assistant principal shares a case study with his department head around how to partner with their mathematics coaches effectively to move student achievement and teacher morale simultaneously. Also, the facilitator will share the similarities, differences, and successes in the coach/admin partnership.

 

Lead Speaker: Neeraj Satyal
Co-Presenter: Suaronne Angeletti

3126  8:45 AM to
9:45 AM
152AHigh(Grades 9-12), College/University
(Undergraduate or Graduate)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

The Power of Integrating Mathematically Rich Activities so That Each Student Has His/Her Own Problem and Solution-Easily Assessed!
Supply your teachers with several interesting "summary" application problems that integrate many different mathematical ideas into their solutions. Provide each student his/her own individual problem, which allows students to collaborate but not blatantly copy solutions. Supply your teachers with the complete solutions to each individualized problem, including answers to every intermediate calculation, making assessment quick, easy, thorough. We will use The Great Applied Problem-all materials with 60 individual problems and solutions are supplied.

 

Lead Speaker: Tom Reardon

3125  8:45 AM to
9:45 AM
151BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Don't Be Fooled by the Bells and Whistles! Approaching Program Adoption with a Critical Eye-Epilogue
Have you suffered through a mathematics adoption made by a rushed team whose choice was based on "thumbing through" materials and the bells and whistles showcased by the salesperson? Discover the systematic research-based approach a district used to prepare teachers to analyze curricular resources with a critical eye. Participants will leave with the research, strategies, and tools needed to ensure a thoughtful adoption of CCSSM materials. Includes epilogue from 2017 NCSM presentation.

 

Lead Speaker: Sallie Kaan
Co-Presenter: Ashley Nestor

 

Handout: NCSM18_3125_Kaan-Nestor.pdf

3135  8:45 AM to
9:45 AM
144BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Fixing Broken Systems: Tips, Tools, and Techniques for Ensuring That Students Have a Coherent Mathematics Experience
As adoption of college- and career-ready standards approaches its eighth birthday, there is evidence that districts' assessments, instructional materials, and instruction are still not aligned to the same mathematical goals. In this session, you will dive into tools designed to provide evidence that all aspects of your district's system are working together to provide a coherent mathematics experience for students.

 

Lead Speaker: Shelbi Cole
Co-Presenter: Kevin Liner

 

Handout: NCSM18_3135_Cole.pptx

3115  8:45 AM to
9:45 AM
146CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Partnering with Building Leaders to Improve Mathematics Instruction: Increasing Understanding of High-Quality Instruction
In many elementary schools, instructional leaders lack the necessary understanding of components of high-quality mathematics and the knowledge about how to improve classroom instruction in mathematics. Learn how we, as curriculum administrators, partner with building leaders to increase their content/pedagogical knowledge through the use of walkthrough tools, engaging in professional learning, and providing coaching opportunities. Principles to Actions: Eight High-Leverage Practices will be emphasized as part of this improvement process.

 

Lead Speaker: Natalie Crist
Co-Presenter: Rorrie Fortier

3224  10:00 AM to
11:00 AM
151AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Teachers in Making Mathematics Learning Visible for All Students
How can John Hattie's work on Visible Learning inform mathematics instruction? How do instructional strategies with high effect size align with effective teaching practices from Principles to Actions? How can we support teachers using these important works together to improve classroom instruction to achieve student success? Let's consider these questions by examining teacher clarity and the levels of understanding to plan and execute mathematics instruction that supports success for all students.

 

Lead Speaker: Linda Gojak

3232  10:00 AM to
11:00 AM
143BIntermediate
(Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Summer Mathematics Camp: Using a Growth Mindset Framework to Inspire Students to Embrace Rigorous Mathematics Content
Students who attend the UChicago STEM Education Summer Mathematics Camp work to develop a growth mindset through open-ended, creative, rigorous mathematics lessons. During this session we will highlight our summer camp philosophy, the logistics involved in staging the two-week camp, and data that supports the benefits and successes of our model. Participants will explore lessons, view video of camp sessions, and read reflections from students, teachers, and parents about their camp experiences.

 

Lead Speaker: Rachel Muren
Co-Presenter: Kathryn Flores
Co-Presenter: Denise Porter
Co-Presenter: Ellen Dairyko

3217  10:00 AM to
11:00 AM
147BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Developing Buddy Teachers Plus Buddy Classrooms to Build Mathematical Communities
In this workshop mathematics coaches will learn the best mathematics games to encourage teachers from primary and upper elementary levels to combine their classrooms for once-a-week mathematics game practice. Participants will see student samples and reflections from both levels that demonstrate the benefits of cross-graded instruction for mathematics plus social and leadership development. Participants will receive differentiated games that focus on operational fluency and lesson activities for follow-up back in their schools.

 

Lead Speaker: Jane Felling

 

Handout: NCSM18_3217_Felling.pdf

3324  11:15 AM to
12:15 PM
151AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Engaging Parents in Mathematical Shifts: Collaboration Between Coaches, Teachers, and Parents Using Social Media, Technology, and Community Outreach
In this session, participants will explore the importance of including parents in mathematical shifts. Coaches and teachers have been collaborating and making pedagogical shifts in teaching practices, but to best support students' understanding, parents also need to be aware of these changes. Social media, technology, and community events can be used to further spread the message to all stakeholders in our students' education, having a positive effect on everyone who is involved.

 

Lead Speaker: Renee Charette

 

Handout: NCSM18_3324_Charette.pptx

3333  11:15 AM to
12:15 PM
143CPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Integrating Children's Literature and STEM activities for Grades PK-5
Are your elementary teachers more comfortable with teaching reading than teaching mathematics? If so, come learn how we have begun to use children's literature to launch into STEM activities which are aligned to the CCSSM as well as the Next Generation Science Standards. Come see what we have already developed and begin the process of creating your own.

 

Lead Speaker: Michele Burgess
Co-Presenter: Corinne Murawski
Co-Presenter: Michael Fierle
Co-Presenter: Gabriela Rose

3332  11:15 AM to
12:15 PM
143BPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

From Fair Share to Non-Unit Fractions: Using Vertical Articulation to Unpack Learning Trajectories During a Coach-Facilitated Lesson Study
This session will describe professional development routines used during a content-focused institute and lesson study to develop teachers' and coaches' understandings of rational number learning trajectories. Discussions will center on one coach's use of anticipated learning progressions to orchestrate analysis of multiple representations of student work across grade levels. The integration of school-based coaching and a rich task specifically adapted for research lessons in both kindergarten and fourth grade deepened teacher understandings of learning trajectories.

 

Lead Speaker: Terrie Galanti
Co-Presenter: Jennifer Suh
Co-Presenter: Sara Birkhead
Co-Presenter: Rachelle Farmer
Co-Presenter: Padmanabhan Seshaiyer

3517  2:15 PM to
3:15 PM
147BMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Empowering Students and Teachers Through Cross­Curricular Communication and Alignment
Improve conceptual understanding and modeling behaviors by developing cross-curricular mathematics-science communication and alignment. Identify common ironies among common mathematics and science learning trajectories and discuss effective options for improvement. Explore ways to implement and assess true STEM projects where scientific applications are supported with algebraic foundations. Help students attain higher levels of synthesis among mathematics, science, and technology by incorporating 21st century publishing.

 

Lead Speaker: Peg Hartwig

 

Handout: NCSM18_3517_Hartwig.pdf

3524  2:15 PM to
3:15 PM
151AMiddle
(Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Developing an Effective Standards Based Grading (SBG) Model to Support Learning of Mathematics
What does a "B" or 87.6% convey? How can feedback be provided more effectively to support students' continued persistence in learning and adoption of a growth mindset in learning mathematics? This session shares our district's journey in developing a proficiency-based feedback and assessment system to support students' and teachers' work in helping all students develop as self-reliant and reflective learners. Can standards based-grading and reporting support learning in mathematics classes? Come explore with us.

 

Lead Speaker: Darshan Jain
Co-Presenter: Tina Nocella

 

Handout: NCSM18_3524_Jain-Nocella.pdf

3511  2:15 PM to
3:15 PM
145APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), Middle (Grades 6 - 8), High(Grades 9-12)
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Rally Your Region: The Power in Collaborating with Neighboring Divisions
Regional collaboration is a powerful form of professional development and a way to lessen the workload when divisions have common goals and projects. Hear how several divisions in the metro Richmond area worked together to unpack standards and develop a repository of resources and activities. Explore ways to embark on regional collaboration in your area and learn what the benefits are for you and your team of mathematics coaches or teachers.

 

Lead Speaker: Vickie Bohidar
Co-Presenter: Deanna Moreau
Co-Presenter: Skip Tyler
Co-Presenter: Cathy Blair

 

Handout: NCSM18_3511_Bohidar.pdf

3532  2:15 PM to
3:15 PM
143BMiddle
(Grades 6 - 8), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

Supporting Students with Unfinished Learning in Middle School: The Case for Coherent Content in Context
Participants will explore the lessons learned from the implementation of a grade 7 open educational resource curriculum designed with Coherent Content in Context principles. Participants review curriculum samples along with implementation outcomes and insights from early pilot studies while considering implications for instruction.

 

Lead Speaker: Luis Lima
Co-Presenter: Stephen Sebelski

3521  2:15 PM to
3:15 PM
149ABPreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5)
Sponsor ShowcaseEvidence and Experiences from the Field

Focus Instruction Using Rich Tasks to Teach, Engage, and Develop Mathematical Thinking
How can we help teachers to engage students from the very beginning of a lesson? Let's look at some examples of rich tasks and how to implement them so that students are learning important mathematics and becoming better problem solvers. What does this look like in the classroom? How can a mathematics program support this work?

 

Lead Speaker: Linda Gojak

3622  3:30 PM to
4:30 PM
150AGeneralRegular Presentation (60 minutes)Evidence and Experiences from the Field

Principles for Principals: Developing Administrator Understanding of Mathematics Teaching Practices
Administrators are critical stakeholders to support effective mathematics instruction. As mathematics leaders, we must engage administrators in experiences to support their understanding of the teaching practices (Principles to Actions, 2014) in order to support the formal observation process and critical feedback provided to teachers. Participants will explore and gain access to professional learning resources to support administrator understanding of the teaching practices and connections to teacher evaluation frameworks.

 

Lead Speaker: Jenny Novak
Co-Presenter: Jamila Riser
Co-Presenter: Tara Faircloth

 

Handout: NCSM18_3622_Novak.pdf

3634  3:30 PM to
4:30 PM
144APreschool/Primary
(Grades PK - 2), Intermediate (Grades 3 - 5), General
Regular Presentation (60 minutes)Evidence and Experiences from the Field

No More Quick Fix Professional Development: Developing Mathematical Expertise
In this session we will share our experiences using two different division-wide professional development models (Lesson Study and Elementary Math Technicians) to engage teachers in best practices for teaching mathematics. Through these models, we engaged teachers in high-level mathematics while exploring pedagogical practices that raise students' achievement. Participants will consider the challenges and successes of providing more meaningful learning opportunities for teachers in order to maximize student achievement.

 

Lead Speaker: Kelly Kent-Johnson
Co-Presenter: Lisa Coffman

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