Session information last updated 2-26-2020, subject to change without notice.

 
Strand 4 Sessions, Monday, March 30
 
Strand 4: Monitor Evidence of Equitable Mathematics Learning


 9:30 AM to
10:30 AM
Roosevelt 3BK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Implementing real-world learning experiences to provide students equitable learning and assessment opportunities
Do you wonder what your students are thinking while they are grappling with a complex, real-world learning experience? We must, as mathematics educators, be able to elicit student thinking and make effective instructional decisions based on those thoughts. Participants will utilize an implementation protocol, anticipate a variety of student solution pathways and explore effective teacher actions to promote equitable learning and assessment opportunities for all students.

 

Lead Speaker: Julie Thiele

 9:30 AM to
10:30 AM
Michigan 1BGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Math We Can! A Lab Approach to Growing Students as Mathematicians and Building Teacher Efficacy
The ability to examine the link between specific mathematics teaching practices and student learning requires that teachers build new understandings, skills, and mind frames. Learn about a professional-learning and coaching process which increases teacher effectiveness through formative assessment aligned with research-based instructional practices and curriculum standards. Plan for implementation of this lab approach to empower teachers and students as learners and mathematicians and improve mathematics achievement in your own setting.

 

Lead Speaker: Sue Chapman
Co-Presenter: Mary Mitchell

 11:15 AM to
12:15 PM
Columbus EF6-12 SecondaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Effective Leadership in the Implementation of Proficiency-Based Grading and Reporting in Mathematics
The proficiency-based grading and reporting movement is at a critical stage with numerous innovative approaches being modeled and assessed. This session features the learning, challenges, and successes of implementing and evolving this work within mathematics teaching and learning. Key insights into developing teacher, students, and community capacity and support for engaging in proficiency-based teacher/student relationships will be shared. Burgeoning challenges and areas for improvement will be discussed and program-wide student learning data will be shared.

 

Lead Speaker: Darshan Jain

 1:45 PM to
2:45 PM
Michigan 1A6-12 SecondaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Helping Preservice and Novice Teachers Become Reflective, Continuous, Formative Assessment Users.
Look at a successful year­long program used to develop pre­service and novice teachers' use of timely formative information to make effective instructional decisions. Discuss a progression of activities that support teachers with setting instructional goals and then assessing student progress toward those goals. Free apps that allow quick collection and combination of formative data will be shown. Various forms of lesson monitoring; flexible, dynamic, collaborative grouping practices; and differentiation will be discussed.

 

Lead Speaker: Allan Bellman

 1:45 PM to
2:45 PM
Michigan 2GeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

The Power of Evidence-based Coaching to Promote Equity in Mathematics Classrooms
In this session, participants will experience how MQI Coaching, an evidence-based coaching model developed by researchers at Harvard, promotes equity by using classroom video and a detailed observation rubric to help teachers reflect on the type(s) of mathematical thinking being done by each student in their classrooms. The MQI Coaching routines support attainable and sustainable instructional growth, and help teachers raise their expectations for all students in mathematics, challenging common biases against certain populations.

 

Lead Speaker: Claire Gogolen
Co-Presenter: Jackie Kearney
Co-Presenter: Samantha R. Booth

 3:00 PM to
4:00 PM
Roosevelt 3AGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

A Commitment to Equity: Data Dialogue Structures to Meet the Needs of All Learners
Each year district and school leaders discuss and make decisions based on student data. In many cases this results in an inequity of mathematical opportunities for some student groups. During this session participants will explore effective ways to use data to improve math instruction for all student. We will walk through how our district and school leaders are using both summative and formative data to support teachers.

 

Lead Speaker: Beth Sappe
Co-Presenter: Smitha Hughes

 3:00 PM to
4:00 PM
Columbus CDK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Leading with Kindness
The world and the mathematics community needs more kindness.  It is possible to lead with high expectations while being compassionate and building relationships.  I will share my intentional moves to lead with kindness (including one-on-one time, 2:00 pm coffee walks, and handwritten notes) and the benefits that result.  I will challenge the participants to integrate loving kindness into their daily actions to help others feel worthy of the valuable job of teaching our children.

 

Lead Speaker: Mary Kemper

 3:00 PM to
4:00 PM
Michigan 2K-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Mathematics Screening: What Do We Look For and How Do We Intervene?
This session will provide the most current research-based guidelines on the foundation and design of effective mathematics screening systems. Common misconceptions about math screeners will be addressed. New and innovative K-2 and 3-6 grade level math screeners will be presented that include some of the most substantive research basis currently available in math screeners. These screening systems also include targeted intervention activities and invaluable reporting features for school and district administrators.

 

Lead Speaker: Jonathan Brendefur
Co-Presenter: Jeff Johnson

 4:15 PM to
5:15 PM
Michigan 1C6-12 SecondaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Giving Grades True Meaning - Aligning Concept Based Assessment with Grading
Do you ever wonder if grades accurately reflect what students know and can do? Engaging students in the grading conversation and process gets them to take more ownership of their learning, helps them reflect more on the feedback, and focus less on the number grade. The benefits of this shift in grading practice are shared in this session.

 

Lead Speaker: Erin Altshuler
Co-Presenter: Shayla Coleman

 4:15 PM to
5:15 PM
Randolph 1B3-8 Upper Elementary / MiddleRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Opening the Door to Mathematics: Monitoring Equity and Access for English Learners
English learners need ongoing and explicit language instruction to successfully access and make sense of mathematical content. In this session, leaders will experience how to support teachers by monitoring and providing effective feedback so that mathematics instruction promotes equity by utilizing instructional strategies that help students understand content, by structuring formal and informal opportunities for talk, and by supporting talk with tools such as sentence frames. Join us as we explore a lesson that promotes mathematical reasoning, discourse, and differentiation for the varied levels of English learners in your classrooms!

 

Lead Speaker: Monica Kendall
Co-Presenter: Meghan Toshner

 
Strand 4 Sessions, Tuesday, March 31
 
Strand 4: Monitor Evidence of Equitable Mathematics Learning


 8:15 AM to
9:15 AM
Roosevelt 3BGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

From Obscurity to Focus: One District's Journey in Bringing Clarity and Purpose to Data Dialogues
Explore how the Prince George's County Public Schools Elementary Mathematics Department used the implementation of a data inquiry protocol, self-assessments, reflections, and collaborative sessions to bring focus and purpose to data dialogues and the process of monitoring data. Evaluate data indicating the shift in the amount of schools analyzing data, determining goals, and developing action plans to achieve those goals. Engage in collaborative activities and observe how the department modeled this process for participants.

 

Lead Speaker: Karen Riley Jeffers
Co-Presenter: Donicka Herod
Co-Presenter: Regina Walters
Co-Presenter: Carlene Young

 8:15 AM to
9:15 AM
Randolph 26-8 MiddleRegular PresentationMonitor Evidence of Equitable Mathematics Learning

How Goal Based Grading Changed Our Mindsets About Fomrative Assessment in the Middle School Math Classroom.
Many of us know the Common Core State Standards (CCSS) and of Formative Assessment as defined by D. Wiliam (2011), but how are we really using that formative assessment?  This session is for coaches, teacher leaders, and administrators who want to hear about how our journey from traditional grading to goal based grading changed how we thought about and used formative assessment.

 

Lead Speaker: Jennifer Bonham
Co-Presenter: Jennifer Trievel
Co-Presenter: Jason Rogers

 10:00 AM to
11:00 AM
Grand Ballroom D NorthGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Coaching from the Administrator Role: Tools and Understanding to Support and Lead Ambitious Teaching in Mathematics
Ambitious teaching in mathematics does not happen overnight.  It takes sustained effort over time. School administrators play a critical role in this work as they hold their teams to the vision, make resources available, and provide ongoing feedback to teachers regarding implementation progress.   This session will provide practical tools and understanding to help building and district leaders build capacity in their teachers and give the feedback necessary to move their teachers forward.

 

Lead Speaker: Thomas Stricklin
Co-Presenter: Sharon Rendon

 10:00 AM to
11:00 AM
Michigan 1CGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Gathering Evidence and Refraining from Judgment: Focusing on Evidence in Student Work to Meet All Students' Learning Goals
The Student Work Clinic model for professional learning targets data contained in the student work generated in classrooms each day. In an SWC, a team of educators targets a mathematical goal and dives deeply into a set of student work samples, working collaboratively to detail evidence of student understanding. Using learning trajectories as guides, the team gathers evidence of understanding but resists forming judgments, reporting only on the evidence. A SWC protocol will be provided.

 

Lead Speaker: Kimberly Morrow-Leong

 10:00 AM to
11:00 AM
Columbus EFGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

NCSM Essential Actions - Instructional Leadership in Action
School-Based and District-Level leaders of mathematics are challenged to develop systems and structures that create conditions conducive to high levels of student learning.  In this session, learn how leaders in one district revitalized school improvement in an effort to ensure that each and every child receives high quality mathematics instruction every day.  During this highly collaborative and reflective session, participants will use tools and resources from NCSM's Essential Actions - Instructional Leadership in Mathematics Education.

 

Lead Speaker: Bill Barnes

 10:00 AM to
11:00 AM
Roosevelt 3AGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Student benefits in mathematically coherent structures: Instruction, Practice and Assessment
Cincinnati Public Schools(CPS) and Student Achievement Partners(SAP) spent a year critically examining current practices in middle school mathematics instruction in the district. Identified areas for growth and strengths based on observational data and internal curriculum review shaped relevant recommendations leading to positive change. Newly defined professional learning arcs and materials review are the gateway to redefined success for all CPS learners. Hear the successes and challenges and whether a similar approach would work in your district!

 

Co-Presenter: Dawn Williams
Lead Speaker: Astrid Fossum

 11:15 AM to
12:15 PM
Michigan 1CK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Building Fluency Flexibility with Formative Instruction Cycles and Routines
Using and connecting mathematics representations builds concepts of computational fluency. Moving from diagnostic to formative instruction requires high levels of student involvement in a collaborative, inquisitive and reflective learning environment.  Come learn a process to support teachers in using a powerful formative instruction cycle that combines mathematics probes with specific routines to build and assess students' ability to make connections between mathematics representations. Leave with numerous resources to introduce teachers to the cycle and content.

 

Lead Speaker: Cheryl Tobey
Co-Presenter: Kate Greeley

 11:15 AM to
12:15 PM
Michigan 1AGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Capturing Real-time Interactions within the Mathematics Instructional Core
Curious how educators can collect evidence about student learning in real time so they can rapidly adjust instruction to meet student needs? Learn how to co-construct a measurement tool that reflects individual passions and measurable look-fors for growing students as problem solvers, self-regulated learners, and mathematical thinkers.

 

Lead Speaker: Cyndia Acker-Ramirez
Co-Presenter: Katie Laskasky
Co-Presenter: Katharine Clemmer
Co-Presenter: Tatiana Mirzaian

 11:15 AM to
12:15 PM
Randolph 1A6-8 MiddleRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Formative Assessment Probes and Interviews: Powerful Tools to Target Instruction and Empower Mathematics Learners
Formative assessment probes are focused, research-based diagnostic tools designed to provide actionable information about students' mathematical understandings, difficulties and misconceptions. Probes support teachers in planning targeted instruction and guide students in self-assessing their progress toward learning goals. This session explores how rational number probe tasks can be implemented in an interview format to support teachers in prioritizing learning and promote teaching questioning skills and the student-teacher learning relationship.

 

Lead Speaker: Emily Fagan
Co-Presenter: Amy Brodesky

 2:15 PM to
3:15 PM
Grand Ballroom D North6-12 SecondaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Changing Mathematical Mindsets with High School Number Talks: A story of our research.
At our high school, Number Talks create a classroom culture of risk-taking, encourage mathematical discourse, and give voice to all students. We investigated the impact of Number Talks on mathematical mindsets, building upon prior work by Carol Dweck and Jo Boaler. We will share the research and results including student and teacher testimonials. As a leader in the New Decade, you will leave this session empowered to explore the power of Number Talk routines.

 

Lead Speaker: Jackie Palmquist
Co-Presenter: Alyssa Schneider
Co-Presenter: Pat Baltzley

 2:15 PM to
3:15 PM
Michigan 1BK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Evaluating Curriculum-Embedded Math Assessments: Are "Chapter Tests" Good Evidence of Student Learning?
Curriculum-embedded assessments are often used by teachers to evaluate whether students are meeting grade-level standards. This session explores methods of analyzing and adapting such assessments to ensure that they appropriately target conceptual understanding, procedural skill and fluency, and/or application called for by the standards they are designed to measure. We'll explore some common issues and hear how the Illustrative Mathematics K-5 team is working to address these issues in their upcoming curriculum.

 

Lead Speaker: Shelbi Cole
Co-Presenter: William McCallum

 2:15 PM to
3:15 PM
Michigan 1A3-8 Upper Elementary / MiddleRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Interim/Diagnostic Assessment Data: A Practical Approach for the Implemenation of a Cycle of Inquiry to Inform Teaching and Learning
You've given an interim or diagnostic assessment to your students.  It's been scored and now you have evidence of what your students know.  Now what? Let's explore four tenants of how to Analyze, Interpret, Identify and Support students in their learning progression of mathematics.  We will use a lens of access and equity, ensuring all students are given the opportunity to expand their learning or to complete unfinished learning as evidenced by the data.

 

Lead Speaker: Terri Gibbs-Burke

 
Strand 4 Sessions, Wednesday, April 1
 
Strand 4: Monitor Evidence of Equitable Mathematics Learning


 8:15 AM to
9:15 AM
Michigan 1BGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Removing Obstacles for English Language Learners in the Mathematics Classroom
English Language Learners (ELLs) come up against many obstacles in the mathematics classroom. What evidence can be used to determine and remove obstacles for our ELLs?  What structures are needed to ensure high quality math instruction for ELLs?  Ideas will be explored using work samples from ELLs, research from Access & Equity: Promoting High Quality Mathematics and Beyond Good Teaching: Advancing Mathematics Education for ELLs.

 

Lead Speaker: LeShell Smith
Co-Presenter: Lisa McDonough

 8:15 AM to
9:15 AM
Roosevelt 3BK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

A Balanced Approach to Making Fact Fluency Assessment Meaningful
Fact fluency mastery is rooted in flexiblity, efficiency, and accuracy; however, many fact fluency assessments focus on accuracy and speed. Are you wanting to assess fact fluency more effectively than with timed tests? Learn about a district's journey to create homegrown comprehensive formative assessments that drive fact fluency instruction and improved student outcomes. Experience the process and leave with ideas for creating and implementing an effective fact fluency practice in your classroom, school, or district.

 

Lead Speaker: Robin Moore

 8:15 AM to
9:15 AM
Michigan 2GeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

A Tool to Support Leaders in Formatively Assessing Implementation of Equitable Mathematics Teaching and Learning Practices
This session introduces the Math Habits and Routines Tool (MHRT) iPad App for formative assessment of K-12 math instruction. Participants will learn how the tool is used to implement math instruction characterized by high cognitive demand and rich discourse thereby empowering all learners to reason mathematically. Participants will also use the MHRT App to code video clips, analyze MHRT App generated data, and create plans for teachers' learning supportive of equitable math practices.

 

Lead Speaker: Ruth Heaton
Co-Presenter: Jill Board

 9:30 AM to
10:30 AM
Randolph 1AK-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Making Effective Assessment Habits Routine: Looking at Case Studies of Practice
Teachers understand the importace of formative assessment and thoughtfully observe as students engage in math. However, without efficient ways to gather data, they may struggle to set a routine. We will explore two case studies of teachers who has routinized effective assessment practice for various formats, including games and small-group lessons.

 

Lead Speaker: Denise Porter
Co-Presenter: Kathryn Flores

 10:45 AM to
11:45 AM
Randolph 2Pk-2 PrimaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Formative Assessment in the K-2 Classroom: Capturing in the Moment What Really Matters
Most formative assessments are designed to pick up "deficits"-what a child doesn't know in relation to end of year outcomes. žData driven approaches that result are then about "fixing the gaps." This session is an opportunity to look at formative assessment differently: how, when, and what we assess will be examined using a developmental framework for numeracy, with related teaching implications that ensure equity and access in contrast to labels of deficits, with technology used as a tool.

 

Lead Speaker: Melissa Becerra
Co-Presenter: Emily Stewart
Co-Presenter: Catherine Fosnot

 10:45 AM to
11:45 AM
Grand Ballroom D NorthGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Modeling Equitable Teaching Practices: Focusing on Identity, Intentionality and Privilege to Achieve Desired Learning Outcomes
Participants will be engaged in equitable teaching practices with a focus on teacher professional development for current and prospective teachers. This session prioritizes attending to effectively monitor, leverage and follow-up on evidence of student mathematical thinking while engaging and empowering students individually, in small groups, and during whole class discussions. As educators and teacher leaders, we will share experiences regarding identity and privilege through intentionality in instructional moves during mathematical learning.

 

Lead Speaker: Farshid Safi
Co-Presenter: George Roy
Co-Presenter: Lybrya Kebreab
Co-Presenter: Aline Abassian

 1:45 PM to
2:45 PM
Michigan 2K-5 ElementaryRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Increase Learning Power with Probe Power!
Misconceptions are a natural part of the learning process, right? But, how can they be uncovered in a safe and engaging way that informs and increases learning power? This session will showcase a fresh approach to formative assessments. Probes coach us to listen to our students, foster curiosity, boost social-emotional and growth-mindsets! Participants will walk away with their own "Probe Power" Toolkit.

 

Lead Speaker: Toni Osterbuhr

 3:00 PM to
4:00 PM
Columbus IJKLGeneralRegular PresentationMonitor Evidence of Equitable Mathematics Learning

Limitless: Learn, Lead and Live without Barriers
Recent years have seen an explosion of scientific evidence showing that there is a different way to learn, lead and live, available to us all. When people take a limitless approach to learning - in mathematics and in life - different pathways open up, leading to higher, more equitable and more enjoyable achievement. Mindset messages are important but they do not take root unless they are accompanied by a different approach to content and life. In this session we will consider what this different approach is. We will think together about ways to learn, lead and live without barriers.

 

Lead Speaker: Jo Boaler

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