2012 NCSM Annual Conference

All Sessions

Session information last updated: 4-12-2012

 
All Sessions -- Monday, April 23, 2012
 
101  6:45 AM to
7:30 AM
Grand Ballroom FoyerGeneralALL Means ALL: Promoting Equity in Mathematics Education

Monday Continental Breakfast - Sponsored by MIND Research Institute
MIND Research Institute is a neuroscience and education non-profit corporation dedicated to education program excellence and cutting edge scientific research. MIND Research Institute has transferred more than 30 years of breakthrough brain and learning research into applied education programs for K-12 students.

 

Lead Speaker: Mike Limon
Co-Presenter: Ingrid Ellerbe

102  7:30 AM to
8:00 AM
Grand BallroomGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Welcome to the 44th Annual NCSM Conference
The opening session of the 44th Annual NCSM Conference.

 

Lead Speaker: Suzanne Mitchell
Co-Presenter: Denise Walston

103  8:00 AM to
9:00 AM
Grand BallroomGeneralALL Means ALL: Promoting Equity in Mathematics Education

Mathematics Education for the 21st Century: Creating a Culture of Success for ALL
Rapid and dramatic technological and demographic changes early in the new century present our nation's schools and colleges and universities with enormous challenges for educating students from all backgrounds in mathematics and related STEM fields. Among the most critical questions we face are what will students need to know in order to succeed academically in mathematics, and what skills and values must they possess? Additionally, what strategies can educators - working with parents and business and community leaders - use to support and ensure the success of all students in mathematics and related STEM fields? Answers to these questions will contribute substantially to America's global competitiveness in the first part of the 21st century. In addressing these questions, Dr. Hrabowski will discuss his lifelong love of mathematics, including his study of math from boyhood through graduate school; his research over the past three decades focused on math and science education; and the many ways in which he both uses mathematics in his professional career as a university president, and applies the lessons learned from studying and applying math (e.g., being able to think "out of the box") in different areas of his life. Freeman A. Hrabowski, III, has served as President of the University of Maryland Baltimore County since 1992. His research and publications focuson on science and math education, with special emphasis on minority participation and performance. He chaired the National Academies committee that recently produced the report, "Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads." In 2008, he was named one of America's finest Leaders by U.S. News and World report, which in both 2009 and 2010 ranked UMBC as the #1 "Up and Coming" University. Dr. Hrabowski serves on numerous boards including the Alfred P. Sloan Foundation, the Constellation Energy Group, and the Baltimore Equitable Society. He is a past member of the board of the Carnegie Foundation for the Advancement of Teaching. Dr. Hrabowski was born in Birmingham, Alabama. At the age of 19, he graduated from Hampton University with highest honors in mathematics. At the University of Illinois at Urbana-Champaign, he received his M.A. (mathematics) and four year later his Ph.D. (higher education administration/statistics) at the age of 24.

 

Lead Speaker: Freeman A. Hrabowski, III

104  9:30 AM to
10:30 AM
114Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Classroom Challenges: Making Formative Assessment a Reality
The power of formative assessment for learning, when well done, is firmly established in the research. But the challenge it presents to most teachers in taking them outside their current comfort zone is equally well-recognized. Previous implementation efforts have involved expensive programs of continuing professional development. MAP, the Mathematics Assessment Project, is the first to provide the necessary support primarily through curriculum materials, with professional development playing a supportive role. This talk will discuss formative assessment, show some lessons, and discuss the challenges of implementation in schools and school systems. Hugh Burkhardt has been at the Shell Centre for Mathematical Education at the University of Nottingham since 1976, as director until 1992. Since then he has led a series of collaborative projects with Berkeley, Michigan State, Harvard and many US school systems. He is director of MARS, the Mathematics Assessment Resource Service. Hugh takes an "engineering" view of educational research and development - that it is about using research-led imaginative design and systematic development to make a complex system work better. Currently, the Shell Centre team is leading the design of formative assessment and tests in the Mathematics Assessment Project, another collaboration with UC Berkeley, with support from the Gates Foundation. Hugh led the foundation of the International Society for Design and Development in Education, and the development of its e-journal Educational Designer. Presider: Valerie Mills, NCSM Regional Director , Central Region 1

 

Lead Speaker: Hugh Burkhardt

105  9:30 AM to
10:30 AM
113AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

NCSM Past Presidents Present a Fast-Paced Program on Profound, Practical Solutions to Particular Issues Faced by Mathematics Leaders
The NCSM past presidents will address the following topics: 1) Enlightening principals and administrators about quality mathematical teaching; 2) Improving teachers' mathematical content knowledge; and 3) Responding to your issues and challenges in discussion with all participants.

 

Lead Speaker: Larry Bradsby, NCSM Past President, Lakewood, CO
Co-Presenter: NCSM PAST PRESIDENTS

106  9:30 AM to
10:30 AM
108AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

What's It All About? An Orientation for Those New to the NCSM Annual Conference
This session is for those who are new to NCSM Conferencing. Participants will network with others, review the structure of the conference, explore the different conference options, set personal priorities and goals, and work on a personal plan of what to do and where to go during the conference.

 

Lead Speaker: Dianne DeMille

107  9:30 AM to
10:30 AM
203Primary
(PK - 2)
ALL Means ALL: Promoting Equity in Mathematics Education

China/USA, Similarities/Differences, Results/Trends: Using Literature to Teach Mathematical Concepts as a Vehicle for Reaching All Students
This session will examine and compare models that have been tried in the U.S. and China to teach mathematical concepts to young children through the use of literature. We will also show how stories can be a vehicle for supporting the goals of the CCSS for Mathematical Practice and for developing effective intervention strategies.

 

Lead Speaker: Stuart J. Murphy
Co-Presenter: Jing Chung

108  9:30 AM to
10:30 AM
111Intermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

Keeping Discussions in Mathematics Classes Active: Strategies for Response to Intervention
Working with students who have difficulty focusing and are active is especially challenging in an inclusive classroom with a wide range of needs. This session will highlight an extended example of the "turn and talk" strategy for diverse learners and will incorporate other strategies, including the use of technology.

 

Lead Speaker: Judy Storeygard
Co-Presenter: Nikki Faria

109  9:30 AM to
10:30 AM
113BIntermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

Number Talks: Reaching All Students and the Common Core State Standards
Learn how to develop numerical reasoning with all students using number talks, a 10-minute classroom routine designed to help students build mental mathematical and computation strategies. Participants will engage in number talks, analyze classroom videoclips, and learn how to connect student strategies to the Common Core State Standards.

 

Lead Speaker: Sherry Parrish

110  9:30 AM to
10:30 AM
113CSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment: Why Bother?
With students taking so many high-stakes tests, why should a mathematics teacher use valuable class time testing what is being done in class? With the right type of assessment, however, students can actually learn. Participants will look at the different assessments with an eye toward what will promote student learning.

 

Lead Speaker: Karen Wootton
Co-Presenter: Chris Mikles

111  9:30 AM to
10:30 AM
109Secondary
(9 - 12)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Toward A New Normal in High School Mathematics Instruction
How can we motivate our nation's high schools to embrace and move toward "new norms" for mathematics teaching and learning, a STEM-Wise approach centered on problem-based instruction? This session will provide evidence-based research on how a statewide program engaged administrators, teachers, and specialists in doing just that!

 

Lead Speaker: Jamila Riser
Co-Presenter: Jon Manon
Co-Presenter: Janice McCarthy
Co-Presenter: Valerie Maxwell

112  9:30 AM to
10:30 AM
108BMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Connect to the Common Core State Standards Through Explore Learning
Experience ExploreLearning's Gizmos and Reflex. Gizmos, online mathematical and scientific simulations, will help students and teachers develop conceptual understanding of content in the Common Core State Standards (CCSS). Reflex helps students of all ability levels develop fluency of their mathematical facts so essential in the CCSS.

 

Lead Speaker: Pam Berry

113  9:30 AM to
11:30 AM
103AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Key Strategies for Having Crucial Coaching Conversations
What are effective strategies for working together when teachers' beliefs and teaching practices differ from a coach's beliefs and recommended teaching practices? In this interactive session we will examine problematic coaching situations and consider possibilities for handling them in constructive ways that result in improved relationships and instruction.

 

Lead Speaker: Jane Kise
Co-Presenter: Lucy West

114  9:30 AM to
11:30 AM
105GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Raising Awareness and Expectations of Mathematics Teachers: A Mathematics Leadership Team's Approach
What is the level of questioning and student engagement in your middle and high school mathematics classrooms? See how one large suburban district of more than 60,000 students developed and used an observation model to provide focused feedback and professional development for individual schools that improved and enhanced instruction.

 

Lead Speaker: Michael Traylor
Co-Presenter: Melody Bushley
Co-Presenter: Michele Giglio

115  9:30 AM to
11:30 AM
107GeneralALL Means ALL: Promoting Equity in Mathematics Education

Helping Teachers Bring Mathematics to Life with Activities That Set Mathematics in a Cultural Context or Connect to Global Issues
This presentation will describe our work with teachers and administrators to help them meet a requirement to infuse culture and global issues in the mathematics classroom. Participants will explore activities based on global and cultural issues and discuss the ways to use them in mathematics lessons.

 

Lead Speaker: Chadd McGlone
Co-Presenter: James Barta
Co-Presenter: Fredrick Silverman
Co-Presenter: Carina Brossy

116  9:30 AM to
11:30 AM
103CGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Helping Teachers Transition to the Common Core State Standards: What They Need to Know NOW
Understanding the language and intention of the Common Core State Standards (CCSS) can be challenging. In this session we will discuss the CCSS for Mathematical Practice and share strategies for making them come alive. We will also include activities aimed at making connections between the properties of operations for a range of grade levels.

 

Lead Speaker: Julie McNamara
Co-Presenter: Patty Clark

117  9:30 AM to
11:30 AM
103BMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Inspiring Students with Meaningful Assessment of the Common Core State Standards for Mathematical Practice
Explore using interviews of students as professional development; learn to create pre-assessments, identify misconceptions in big ideas of the Common Core State Standards for Mathematical Practice, as well as investigating formative assessments to measure them; scaffold and use student performance assessments to address misconceptions and develop open and parallel tasks to use as warm-ups and extensions.

 

Lead Speaker: Cathy Brown
Co-Presenter: Giny Christensen
Co-Presenter: Winnie Miller

118  10:45 AM to
11:45 AM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Leadership Discipline: Removing Barriers and Sustaining a Coherent Effort to Translate Vision to Practice!
There are 1400+ books on vision development and only 131 on vision implementation. Why are there 10 times as many books on vision creation as vision implementation? Because it is just so hard to turn vision (such as the CCSS) into realized and sustainable action by adults and students. This motivational message will reveal ten essential leadership practices that will help you support and sustain meaningful vision implementation in your school programs and your leadership life. Based on the 2nd Disciopline in the Five Disciplines of PLC leaders, we will examine how to effectively weave accountability and celebration into a matched pair that achieves our vision for school improvement and change. Timothy D. Kanold, PhD, is an award-winning mathematics educational leader. He is the former director of mathematics and science, and superintendent at Stevenson HSD 125, Chicago, Illinois. He is a past president of NCSM (2007-2009) and led the task force development of The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders. He has authored numerous articles and books on school mathematics and leadership over the past decade. His latest books include The Five Disciplines of PLC Leaders (Solution Tree, 2012) and What Every Principal Needs to Know about the Teaching and Learning of Mathematics (Solution Tree, 2012 with Briars and Fennell). Kanold received the prestigious international 10 Damen Award for outstanding contributions to the leadership field in education from Loyola University Chicago and was a 1986 Presidential Award recipient for Excellence in Mathematics and Science Teaching. Kanold's blog, "Turning Vision Into Action," can be found at tkanold.blogspot.com. Presider: Donna Karsten, NCSM Regional Director, Canadian Regional

 

Lead Speaker: Timothy Kanold

119  10:45 AM to
11:45 AM
113BGeneralALL Means ALL: Promoting Equity in Mathematics Education

An Administrator's Dilemma: Supporting Effective Mathematics Instruction in Inclusive Learning Environments
The session focuses on challenges that administrators (principals, mathematics supervisors, and specialists) face in assessing the quality of mathematics instruction for diverse student populations. Participants will use an observation rubric on videos of collaborative and individual mathematics instruction, providing practice in using the observational assessment tools aligned with best practice.

 

Co-Presenter: Marguerite Mason

120  10:45 AM to
11:45 AM
203GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Tilling the Soil for the Common Core State Standards: Ten Essential Mathematics Leader Mindsets and their Implications for Action
Given the game-changing nature of the Common Core State Standands for Mathematical Practice, effective leadership shepherding and supporting their implementation is non-negotiable. But exactly what can and must we do? We'll look at a set of key organizing mindsets and their implications that should guide our actions in the coming months.

 

Lead Speaker: Steven Leinwand

121  10:45 AM to
11:45 AM
109Intermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

What Elementary Teachers Need to Know to Teach About
The phrase "properties of the operations" recurs throughout the elementary grade Common Core State Standards. What do teachers need to know in order to interpret this phrase and to introduce these properties to their students in ways that support students' work in computation and provide a link between arithmetic and algebra?

 

Lead Speaker: Susan Jo Russell
Co-Presenter: Deborah Schifter
Co-Presenter: Virginia Bastable

122  10:45 AM to
11:45 AM
111Intermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Visible Thinking in the K-8 Mathematics Classroom
Do you ever wish your students could read each other's thoughts? Now they can-and so can you! Veteran mathematics educators Ruth Harbin Miles and Ted Hull will explain why making students' thought processes visible is the key to effective mathematics instruction and formative assessment.

 

Lead Speaker: Ruth Harbin Miles
Co-Presenter: Ted Hull

123  10:45 AM to
11:45 AM
113CMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

In Learning to Analyze Data, Students, Teachers, and Administrators Are Often in the Same Boat
Using TinkerPlots, I will illustrate how we might teach statistics in the middle school as envisioned in the Common Core State Standards. We will also analyze student data from a high-stakes exam and argue that these same data skills are precisely those required of teachers and administrators in analyzing school data.

 

Lead Speaker: Cliff Konold

124  10:45 AM to
11:45 AM
113AMiddle
(6 - 8)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Using NCTM's Freely Available Reflection Guides to Provide Professional Development to Mathematics Learning Communities
Reflection Guides for NCTM journals provide teacher-leaders and coaches with a rich resource for professional development. A motivating article from Mathematics Teaching in the Middle School, "Using Students' Work as a Lens on Algebraic Thinking" by Driscoll and Moyer will be the focus to model a professional development session for teachers.

 

Lead Speaker: Chonda Long

125  10:45 AM to
11:45 AM
108AIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

ORIGO Education: A Quest for Deep Understanding of Mathematics
Current economic and educational landscapes have changed over the past few years. ORIGO Education moves with the times and remains an innovative industry leader. Join James Burnett, ORIGO's President, as he unveils resources to teach to the Common Core State Standards through interactive teaching tools, online games, and professional learning videos.

 

Co-Presenter: James Burnett
Lead Speaker: Rob Nickerson

126  10:45 AM to
11:45 AM
108BMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

The Power of Personalized Learning Pathways-Motivating Underperforming Students, Grades 3 - Algebra
Apangea Math is setting a new standard for differentiated instruction. The web-based program motivates under-performing students and deepens their understanding of the most important mathematical concepts. Join us to see how Apangea's combination of Common Core-aligned personalized learning and certified U.S. mathematics teachers is raising mathematics achievement for students.

 

Lead Speaker: Janet Pittock
Co-Presenter: Peter Cipkowski

127  11:30 AM to
12:45 PM
201 & 204GeneralALL Means ALL: Promoting Equity in Mathematics Education

Monday Box Lunch - Sponsored by Didax Education and Math Teachers Press, Inc.
The name Didax comes from the Greek, didaktikos, meaning "to teach." For over thirty years, Didax has specialized in helping educators to address individual learning styles and diverse student needs. Tested by teachers, parents, and children, each of their products is designed to meet a district educational need. In 2010, Math Teachers Press celebrated 30 years since they published the 1980 edition of "Moving with Math by Topic, a program developed to provide targeted, topic-specific intervention to students in grades 1 through 8. Despite all of the changes across the landscape of mathematics education, the mission at Math Teachers Press remains unchanged: to help all students succeed in mathematics - especially those who struggle most-while making the job of the teacher easier with handy organizational tools, user-friendly lesson plans, and web-based assessment and reporting to monitor student progress and provide accountability.

 

Lead Speaker: Suzanne Mitchell

134  12:15 PM to
1:15 AM
113CIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Translating Research to Practice: Teaching Mathematics in Depth
Part of the national conversation about the Common Core State Standards for Mathematical Practice is about implementation of these standards. How will they be taught? This session reveals a framework to teach elementary mathematics in depth. The framework is revealed in the context of the practice of one school's exemplary instructional mathematics coach.

 

Lead Speaker: Joanne LaFramenta

128  12:15 PM to
1:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Common Core State Standards in Mathematics-What Will it Look Like in the Classroom and How Will Students Be Assessed?
How will the new Common Core State Standards affect the teaching and learning of mathematics? How might the CCSS influence summative and formative assessments? How are the standards being addressed and embraced? What innovations are occuring in other states? How will curriculum change? What are some examples of curriculum and assessments for the CCSS? How will teaching and learning change? This session will address these questions and share work and products from several states that are embracing the new core standards. David Foster is the executive director of the Silicon Valley Mathematics Initiative (SVMI) comprised of 45 member districts in the greater San Francisco Bay Area. Besides the intensive work in California, SVMI consults across the country including New York, Illinois, Massachusetts, Ohio, Tennessee and Georgia. SVMI is affiliated with programs at University of California, Berkeley, Stanford University and San Jose State University. David established SVMI in 1996 working as Mathematics Director for the Robert N. Noyce Foundation. Foster is the primary author of Interactive Mathematics: Activities and Investigations, published by Glencoe/McGraw-Hill, 1994. David was a Regional Director for the Middle Grade Mathematics Renaissance, of the California State Systemic Initiative. David taught mathematics and computer science at middle school, high school, and community college for eighteen years. He also works part-time for San Jose State University. He is Co-Director of the Santa Clara Valley Math Project. He is also Co-Chair of the advisory committee of the Mathematics Assessment Resource Service/Balanced Assessment. He is a consultant to the Urban Math Leadership Network that works with the 25 largest school districts in America. Presider: Richard Seitz, NCSM Regional Director, W1

 

Lead Speaker: David Foster

129  12:15 PM to
1:15 PM
109GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Transitioning to the Common Core State Standards: The Mathematics Specialist Leads the Way!
The mathematics specialist, instructional leader, and coach have become the defacto "transition agents" for the Common Core State Standards (CCSS). Now what? This session will explore activities that "work" as specialists lead efforts to unpack the content domains and develop look for's related to the CCSS for Mathematical Practice.

 

Lead Speaker: Francis (Skip) Fennell
Co-Presenter: Jonathan Wray
Co-Presenter: Kay Sammons
Co-Presenter: Beth Kobett

130  12:15 PM to
1:15 PM
111GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Coaching Tools for Supporting the Common Core State Standards for Mathematical Practice
If a student is demonstrating proficiency in a mathematical practice, what would you be observing? This question is part of our coaching framework to connect desired student outcomes to teacher moves. We will share our model and a collection of tools that coaches can use to help teachers in this process.

 

Lead Speaker: Maggie McGatha
Co-Presenter: Jennifer Bay-Williams

131  12:15 PM to
1:15 PM
113AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Coaching Corner: Resources for Mathematics Specialists-Website
NCSM announces the addition of Coaching Corner: Resources for Mathematics Specialists to its website. The resources in the website are designed to support the work of mathematics specialists and leaders of coaching programs. We will explore the resources provided on the website and have an interactive discussion about their use.

 

Lead Speaker: Donna Karsten, NCSM Regional Director
Co-Presenter: Susan Birnie, NCSM Regional Director
Co-Presenter: Ted Hull
Co-Presenter: Hope Bjerke, NCSM Regional Director
Co-Presenter: Aimee Evans, NCSM Secretary
Co-Presenter: Laura Godfrey, NCSM Regional Director
Co-Presenter: Beverley Kimes, NCSM Nominations Chair

132  12:15 PM to
1:15 PM
113BGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Supporting the Implementation of Formative Assessment: The Role of Supervisors, Mathematics Specialists, and Coaches
Implementation of formative assessment takes place in the classroom and is the responsibility of each teacher. Supervisors, mathematics specialists, and coaches have the responsibility of providing guidance, feedback, support, and encouragement. In this session we will discuss five strategies to facilitate formative assessment in classrooms at every level.

 

Lead Speaker: Jeane Joyner
Co-Presenter: Mari Muri

133  12:15 PM to
1:15 PM
203GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

How Do You Know Your Professional Development Makes a Difference?
After the question, "What do my teachers need to learn and how can they learn it?" comes the question: "How do we know the professional development we offered made a difference?" This session addresses processes, strategies, and tools that can be used to assess the impact of professional development.

 

Lead Speaker: Carolyn Felux
Co-Presenter: Marji Freeman

135  12:15 PM to
1:15 PM
108AIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Give Me Five! Five Coach-Teacher-Principal Collaborations to Promote Mathematics Success
Discover five innovative professional learning structures that transform mathematics classrooms into shared learning spaces for collaborations and leadership among coaches, teachers, and principals! Presenters will share the necessary tools and protocol to get started, including authentic video. Complimentary Give Me Five! resources will be given to the first 50 attendees.

 

Lead Speaker: Janice Bradley
Co-Presenter: Dana Cargill

136  12:15 PM to
1:15 PM
108BMiddle
(6 - 8)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Making All of the Pieces Fit Together-Providing Your Teachers with the Tools They Need
See how mathematics leaders can provide teachers the tools they need to succeed in teaching the Common Core State Standards to 21st Century middle school students. This presentation will address the Common Core Process Standards, Digital Delivery, Formative and Summative Assessment, Multi-media, Interactivity, the Paperless Classroom, Teacher Collaboration, and Student Devices.

 

Lead Speaker: Joseph Irby

137  12:30 PM to
2:30 PM
103BGeneralALL Means ALL: Promoting Equity in Mathematics Education

If You Want to Reach Them ALL, Don't Ignore Their Differences! Differentiating the Mathematics Classroom
Almost all teachers know about differentiation, but few mathematics teachers are actually implementing it in their classrooms in order to reach ALL students. Come participate in the structures of differentiation as they relate to the Common Core State Standards for Mathematical Practice and engagement. Gain tools to equip your teachers in significantly differentiating their instruction.

 

Lead Speaker: Nanci Smith

138  12:30 PM to
2:30 PM
107Intermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Coaching the Teaching of Measurement: A Focus on Core Conceptual Principles
U.S. students' mastery of spatial measurement (length, area, volume) is weak and teachers are often ill-prepared to teach even standard procedures well. This session will illustrate a tested approach to professional development that K-8 coaches can use to build teachers' knowledge of core issues of measurement.

 

Lead Speaker: Jack Smith

139  12:30 PM to
2:30 PM
103CIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Leading the Way Towards Productive Discussions in Mathematics Class
This session is intended for mathematics leaders aiming to help teachers use productive discussions in mathematics class. Using video from actual mathematics classes, participants will explore five talk moves that promote student learning. Following, the facilitator will describe strategies that leaders can use to help teachers incorporate these moves in their practice.

 

Lead Speaker: Nancy Anderson

140  12:30 PM to
2:30 PM
103AMiddle
(6 - 8)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Developing Teacher Leaders and Teams
Too often, teachers facing the same challenges are not working productively together. Learn some strategies to develop teacher leaders' pedagogical content knowledge and leadership confidence and skill, and to help teacher collaborative teams work collegially together towards important goals and produce results that help students learn.

 

Lead Speaker: Joanne Baker
Co-Presenter: Sendhil Revuluri
Co-Presenter: Nancy Mueller
Co-Presenter: Margie Pligge

141  1:30 PM to
2:30 PM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Making Mathematics Visible by Transforming Teacher Practice
Add new LIFE to your leadership style and LIBERATE your leadership practices. As mathematics leaders, we must make mathematics learning more visible by applying new leadership tools created to support the Common Core State Standards.

 

Lead Speaker: Suzanne Mitchell

142  1:30 PM to
2:30 PM
113AGeneralALL Means ALL: Promoting Equity in Mathematics Education

Constructing a "Street Level" View of the Common Core State Standards: A Map for How All Students Learn Mathematics
How can education leaders engage teachers in analysis of the Common Core State Standards (CCSS) to meet the needs of all students? A multi-state project developing innovative assessments linked to the CCSS is described. Participants will engage in the process of developing a learning map that articulates the mathematics students learn.

 

Lead Speaker: Kelli Thomas
Co-Presenter: Alan Sheinker
Co-Presenter: Perneet Sood
Co-Presenter: Angela Broaddus

143  1:30 PM to
2:30 PM
113CGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Get Connected! Become an NCSM Affiliate
Learn how to form or enhance your mathematics leadership organization by becoming an NCSM affiliate. You will gain a national perspective, have first-hand access to the NCSM publications and projects, and the opportunity to participate in leadership development events.

 

Lead Speaker: Cheryl Avalos

144  1:30 PM to
2:30 PM
109Primary
(PK - 2)
ALL Means ALL: Promoting Equity in Mathematics Education

Enacting Effective RtI for Primary Grades Mathematics
Learn about a professional development program that incorporates the Common Core State Standards progressions and allows for a teacher growth mindset related to: 1) Deep understanding of arithmetic thinking and developing of robust numeracy; 2) Defining and measuring number sense and mathematical success; and 3) Clarification of the intent and requirements for RtI.

 

Lead Speaker: Alice Gabbard

145  1:30 PM to
2:30 PM
111Intermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Supporting Teachers' Efforts to Increase the Cognitive Demand of Lessons and Promote Students' Mathematical Discourse to Address the Common Core State Standards
This session will discuss a professional development effort that challenged teachers to deepen their understanding of the Common Core State Standards and develop research lessons with high cognitive demand focused on promoting mathematical discourse. Examples of curriculum materials will be shared and effects of reflecting on public teaching will be discussed.

 

Lead Speaker: Melfried Olson
Co-Presenter: Hannah Slovin
Co-Presenter: Fay Zenigami
Co-Presenter: Judith Olson

146  1:30 PM to
2:30 PM
113BSecondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Using Teaching and Learning Trajectories to Achieve Greater Focus and Coherence Within and Across Courses
The introduction to the Common Core State Standards for Mathematical Practices (CCSS-M) states, "Toward greater focus and coherence." The question becomes how to realistically support these sometimes divergent goals. Participants will have opportunities to engage with research-based tools to help teachers and districts move towards the vision of the CCSS-M.

 

Lead Speaker: Valerie Mills, NCSM Regional Director
Co-Presenter: Edward Silver
Co-Presenter: Dana Gosen
Co-Presenter: Geraldine Devine

147  1:30 PM to
2:30 PM
203Secondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Tasks, Tools, and Talk: A Framework for Supporting the Development of the Common Core State Standards for Mathematical Practice
In order for students to have opportunities to engage in the Common Core State Standards for Mathematical Practice, classrooms must be transformed so that conceptual understanding is of paramount importance. In this session, participants will consider how tasks, tools, and talk-critical dimensions of classrooms that promote understanding-can support implementation of the practices.

 

Lead Speaker: Margaret Smith

148  1:30 PM to
2:30 PM
108AMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Success for Struggling Middle Grades Mathematics Students
Wheel is being used to help struggling students. It involves multiple approaches to teaching, expanded learning time, manipulatives, and fun. Success is measured by test scores, student surveys, and attitudes. Come discuss how teachers and administrators worked as a team with a mathematics coach to create lessons and change approaches.

 

Lead Speaker: Connie Schrock
Co-Presenter: Fred Hollingshead
Co-Presenter: Brad Mickens
Co-Presenter: Stacey Bell

149  1:30 PM to
2:30 PM
108BIntermediate
(3 - 5)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Differentiating Mathematics Instruction with Quantiles and Technology
Would mathematics learning improve if teachers knew what students were ready to learn? Often, the most common instructional model in mathematics is to teach content, then rebuild gaps. With new technology-based tools, this paradigm can be flipped with a preventive approach to mathematics instruction.

 

Lead Speaker: Diane Glass
Co-Presenter: Linda Schoenbrodt

150  2:45 PM to
3:45 PM
114GeneralALL Means ALL: Promoting Equity in Mathematics Education

Mathematics Scan (M-Scan): Using a Research Observational Measure for Professional Development in Mathematics Instructional Quality
This session describes a valid quantitative observational measure of mathematics instructional quality that can be used reliably, the Mathematics Scan (M-Scan). Presenter will discuss the nine dimensions of M-Scan by showing video clips of instruction. These dimensions are built on the work of researchers in mathematics education and the vision set forth by NCTM. Specifically, the measure takes theoretical principles and translates them into constructs that can be measured using classroom observational techniques. Session participants will be able to discuss ways the video clips are representative of the dimensions and measure quality of mathematics instruction. The presenter will present research findings and will include discussions among the presenter and session participants concerning ways to incorporate the nine M-Scan dimensions into professional development to provide educators with a framework for mathematics instructional quality. Robert Q. Berry, III., Ph.D is an Associate Professor of Mathematics Education at the University of Virginia in the Curry School of Education with an appointment in Curriculum Instruction and Special Education department, where he serves as the coordinator of the Elementary Education program. His research focuses on equity issues in mathematics education, mathematical instructional quality, and children's engineering. Currently he serves on the Board of Directors for the National Council of Teachers of Mathematics. Dr. Berry has served on several national mathematics education committees and task forces for NCTM, NCSM, AMTE, and the National Technology Leadership Summit (NTLS). He was recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics (VCTM), and a recipient of the 2011 All-University Teaching Award from the University of Virginia. Presider: John Staley, NCSM Board

 

Lead Speaker: Robert Berry

151  2:45 PM to
3:45 PM
111GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Identifying, Reviewing, Selecting, Creating, Developing, and Applying Mathematics Assessment Apps with Educational Value to Support Assessment of Student Learning of Mathematics
We are in an era when the number of mobile mathematical apps is growing rapidly; however not all of these apps are of educational value. This session will address the issues and provide an up-to-date list of the mathematics assessment Apple/Android apps available for free and for a fee.

 

Lead Speaker: Gary Bitter
Co-Presenter: Rusen Meylani

152  2:45 PM to
3:45 PM
203GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Unpacking Mathematical Understanding in the Common Core State Standards
The words "understand," "understanding," and their plurals appear over 250 times in the Common Core State Standards for Mathematical Practice. With so many appearances, it is not surprising these words are used in a variety of ways. A framework will be offered to aid evaluators, teachers, and students to deal with this variety.

 

Lead Speaker: Zalman Usiskin

153  2:45 PM to
3:45 PM
113AIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Building Bridges Between Standards and Practice: In Support of Administrators Supporting Teachers Supporting Students
How do mathematics leaders help administrators sharpen their focus so as to support teachers as they deliver the mathematics instruction needed for the 21st century? This session will provide a framework to guide administrators in building bridges between the Common Core State Standards and excellent elementary mathematics instruction.

 

Lead Speaker: Christine Moynihan
Co-Presenter: Debra Shein-Gerson

154  2:45 PM to
3:45 PM
109Middle
(6 - 8)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Professional Development Empowering Teachers to Collaborate, Research Resources, and Develop Algebra Lessons Integrating Technology That Address the CCSS for Mathematical Practice
A professional development project supporting teacher teams to develop educative curriculum materials for algebra topics identified as challenging to teach or tough to learn will be described. The process that teams went through to develop materials, team teachers' experiences using the materials, and samples of student work will be shared.

 

Lead Speaker: Fay Zenigami
Co-Presenter: Judith Olson
Co-Presenter: Melfried Olson
Co-Presenter: Hannah Slovin

155  2:45 PM to
3:45 PM
113CMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Partnering to Make Algebra 1 in Grade 8 Accessible for All: How a Large Urban District Worked with an Educational Non-Profit
This workshop offers explicit guidance for developing the foundations that produce a successful partnership. Participants will gain insight on lessons learned, necessary supports, and data points useful to prove that a partnership can yield student success within a cohesive district-driven initiative! Participants receive a template for creating their own successful partnerships.

 

Lead Speaker: Christine Hall
Co-Presenter: Laurie Speranzo

156  2:45 PM to
3:45 PM
113BSecondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Developing the Mathematical Practices for Productive Student Mathematics Talk
Students are talking, but is it productive? Are they improving conceptual understanding and developing procedural fluency? Are they accountable to rigor and community? An external coach and a district supervisor explore their use of the Common Core State Standards for Mathematical Practice as a platform for developing effective talk.

 

Lead Speaker: Stephen Weimar
Co-Presenter: Brian Erskine

157  2:45 PM to
3:45 PM
108AIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Focus on Mathematical Practices: Seven Teaching Actions to Enrich Problem-based Interactive Learning
We all agree that asking students to "think harder" doesn't work. Instead, incorporate seven effective teaching actions to create rich classroom conversations and develop conceptual understanding. Experience how to use tablet technology to amplify envisionMATH Common Core Problem-based Interactive Learning in your daily instruction.

 

Lead Speaker: Hanna McArdle

158  2:45 PM to
3:45 PM
108BPrimary
(PK - 2)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

ORIGO Stepping Stones: A Comprehensive Online Mathematics Program
Schools across the nation are dealing with great challenges. Decreased funding and the Common Core State Standards require a fundamental change of approach. Be among the first to see how ORIGO has built on its reputation of innovation to develop Stepping Stones, a comprehensive online core mathematics program for elementary schools.

 

Lead Speaker: Rob Nickerson
Co-Presenter: James Burnett

159  3:00 PM to
5:00 PM
103BGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Developing Mathematics Leaders' Capacity and a Model for Understanding the Relationship(s) Between Curriculum Materials Use and Equity
In this session we will discuss a model for understanding the relationship(s) between curriculum materials use and equity; explore the relationship between district mathematics leaders' capacity for equity and the materials capacity for equity, that meets the needs of ALL students in the mathematics classroom.

 

Lead Speaker: Comfort Akwaji-Anderson
Co-Presenter: Mary Gichobi

160  3:00 PM to
5:00 PM
105GeneralALL Means ALL: Promoting Equity in Mathematics Education

Five Practices to Ensure Equity and Access in the Classroom
The Thinking Through a Lesson Protocol (TTLP), developed by Dr. Margaret Smith and others at the University of Pittsburgh, engages teachers to think deeply about mathematics lessons. By anticipating, monitoring, selecting, sequencing, and connecting student work, teachers can develop and deepen students' understanding of key mathematical ideas.

 

Lead Speaker: Michael Fierle
Co-Presenter: Corinne Murawski

162  3:00 PM to
5:00 PM
103CMiddle
(6 - 8)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Lessons Learned from Using Classroom Video: School-Based Teacher Leaders-A Statewide Professional Development Project for Coaches and Teachers
Powerful use of personal classroom video: In a five-year project, cohorts of secondary mathematics teachers used their own classroom videos to study and implement strategies to promote mathematics success for at-risk students. Participants will interact with video vignettes of students, teachers, and coaches. Teacher and student data will be provided.

 

Lead Speaker: Jon Manon
Co-Presenter: Janice McCarthy

163  3:00 PM to
5:00 PM
103ASecondary
(9 - 12)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Translation of Vision to Practice: Learning from the TIMSS Videos
Concrete examples can help educators bring the Common Core State Standards to life in the classroom. The TIMSS videos, now freely available online, can provide leaders with tools to translate vision into practice. The videos will enable session participants to view, explore, and discuss the content taught in mathematics classrooms in seven countries.

 

Lead Speaker: Patsy Wang-Iverson
Co-Presenter: Gail Hood
Co-Presenter: Richard Askey

164  4:00 PM to
5:00 PM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Supporting the Implementation of the Common Core State Standards for Mathematical Practice
William G. McCallum is a University Distinguished Professor of Mathematics and Head of the Department of Mathematics at the University of Arizona. Born in Sydney, Australia in 1956, he received his Ph.D. in Mathematics from Harvard University in 1984, under the supervision of Barry Mazur. After spending two years at the University of California, Berkeley, and one at the Mathematical Sciences Research Institute in Berkeley, he joined the faculty at the University of Arizona in 1987. In 1989 he joined the Harvard calculus consortium, and is the lead author of the consortium's multivariable calculus and college algebra texts. In 1993-94 he spent a year at the Institut des Hautes Etudes Scientifiques, and in 1995-96 he spent a year at the Institute for Advanced Study on a Centennial Fellowship from the American Mathematical Society. In 2005 he received the Director's Award for Distinguished Teaching Scholars from the National Science Foundation. In 2006 he founded the Institute for Mathematics and Education at the University of Arizona. He was Director of the Institute until 2009 and now chairs its advisory board. In 2009-2010 he led the work team that developed the NGA/CCSSO Common Core Math Standards. His professional interests include arithmetical algebraic geometry and mathematics education. He has received grants and written articles, essays, and books in both areas. Presider: Vanessa Cleaver, Little Rock, Arkansas

 

Lead Speaker: William McCallum

165  4:00 PM to
5:00 PM
109GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Helping Hands: High-Quality Mathematical Professional Development and Coaching Across International Borders
Mathematics educators in many developing countries are eager to increase their instructional capacities to enhance mathematics education. This presentation details a professional development and coaching model used to serve teachers in a Mayan Immersion school in the Highlands of Guatemala.

 

Lead Speaker: Jim Barta
Co-Presenter: Jennifer Bay-Williams
Co-Presenter: Linda Gojak

166  4:00 PM to
5:00 PM
113AIntermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

How Do We Reach Every Student at Every Level? Give Students Access to Relevant and Meaningful Mathematics Experiences!
This session will present and build upon how leaders and teachers can develop, model, and apply knowledge and strategies that reflect the importance of connecting mathematics to the context of students' experiences. Classroom examples will include mathematics centers, thematic units, field trips, and technology to promote student engagement and achievement.

 

Lead Speaker: Mary Zocchi

168  4:00 PM to
5:00 PM
113BSecondary
(9 - 12)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Enabling Teachers to Use Student Thinking: Shaping Instruction to Inform Practice
Grounded in research-based non-negotiable principles for effective formative assessment, participants will consider how to design professional development using artifacts such as videoclips or student work to help teachers reflect on their practice and how to use technology to help teachers make assessment for learning part of the routine of teaching.

 

Lead Speaker: Gail Burrill

169  4:00 PM to
5:00 PM
203Secondary
(9 - 12)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

New Resources for Teachers to Promote Reasoning and Sense Making in Classrooms
NCTM's Reasoning and Sense Making initiative for teacher leaders promotes consistently engaging high school students in sharing their reasoning about mathematics. This session will present a newly developed NCTM collection of reasoning tasks along with some recently created video clip clusters of high school students engaged in reasoning.

 

Lead Speaker: J. Michael Shaughnessy

170  4:00 PM to
5:00 PM
108AGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Digital Upgrade: Transforming Schools with Social Media to Improve Mathematics
Social media has evolved into a multi-dimensional tool that can be leveraged to transform mathematics teaching and learning. This session will focus on how educators can incorporate a variety of free tools to enhance communications, create a powerful public relations platform, engage students, grow professionally, and discover opportunity.

 

Lead Speaker: Eric Sheninger

171  4:00 PM to
5:00 PM
108BGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Introducing CORD Math Academy: Beyond E-Reading to E-Learning
Workshop participants will experience firsthand how electronic curriculum has evolved into exciting tools for enhanced learning. The first curriculum developed for this platform is CORD Math Academy. Aimed at preparing students for college algebra, this new curriculum is interactive, contextually-based, social-networked, and data-driven. This session will interest high school and community college educators looking to take advantage of technology to increase student success and limit curriculum costs.

 

Lead Speaker: George Ward
Co-Presenter: Piers Bateman

172  5:15 PM to
6:15 PM
108AGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

NCSM State/Provincial Team Leaders Meeting (invitation only)
This meeting of the NCSM Regional Leadership Teams and NCSM Regional Directors will focus on the critical work of NCSM for 2012-2013. This meeting is for all those invited to serve on the Regional Teams.

 

Lead Speaker: Suzanne Mitchell
Co-Presenter: Diane Briars

173  5:45 PM to
7:00 PM
Grand BallroomGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Monday Reception - Sponsored by Kendall Hunt
Founded in 1944 by William C. Brown, of Dubuque, Iowa, when he purchased the rights to 26 book titles from a company in St. Louis. Most of the 26 titles were workbooks and lab manuals written by Midwestern professors and used in their own schools. Since 1994, Kendall Hunt Publishing Company has been a stand-alone company with more than 6,000 titles in print. The company serves both higher education and PreK-12 markets and offer traditional and non-traditional publishing solutions in both markets.

 

Lead Speaker: Reception Reception

 
All Sessions -- Tuesday, April 24, 2012
 
201  7:30 AM to
8:30 AM
Grand BallroomGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Tuesday Breakfast - Sponsored by Scholastic, Inc.
For over 90 years, Scholastic has recognized the importance of working with public, private, and non-profit organizations that share its mission and goals to imporve the well-being of children. Scholastic's total commitment to social responsibility and educational outreach is demonstrated by its diverse partnerships, which address today's most critical issues facing communities, with an emphasis on reading and literacy. Mastering Mathematical Fluency for the Common Core State Standards David Dockterman, Adjunct Lecturer on Education and Technology, Harvard Graduate School of Education, Chief Architect, Learning Sciences for Scholastic Education Mastery of the right high leverage concepts and fluencies can help students use math to make the math easier. The Common Core State Standards identifies this high leverage content, and smart (and fun) adaptive technology enables students to achieve it. David Dockterman is a nationally recognized pioneer in the development and implementation of technology for classroom instruction, especially its use and effectiveness with underperforming students. A former classroom teacher, David helped launch Tom Snyder Productions the early 1980's while earning his EdD from the Harvard Graduate School of Education. At Tom Snyder, and later at Scholastic, David has designed dozens of award-winning instructional technology programs including Science Court , the Great Ocean Rescue, and FASTT Math. Most Recently, Dr. Dockterman served as chief advisor for the development of Fraction Nation, published in 2010. Fraction Nation is a highly motivating supplemental technology program designed to support intermediate and middle school students who struggle with fractions and decimals. David is a frequent-and popular-speaker at NCSM. He is also a lecturer on education at the Harvard Graduate School of Education where his courses in educational technology and instructional design draw students from around the world.

 

Lead Speaker: David Dockterman

202  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment and Curriculum in the Common Core State Standards Era
The presentation will provide an overview of earlier standards-based eras to draw lessons for assessment and curriculum policy in the new CCSS era. I will argue that standards and assessment are not the end points of reform, but rather should be viewed as part of a larger systemic change process with the end point being the overall improvement of the educational system. Challenges associated with relying too heavily on new assessments and curricula will be identified and a call will be issued to give "teacher learning" a seat at the table as an essential building block of whole system reform. Mary Kay Stein holds a joint appointment at the University of Pittsburgh as Professor of Learning Sciences and Policy and Senior Scientist at the Learning Research and Development Center. She is the Founding Director of the Learning Policy Center (founded in 2006), and in 2008 was named the Associate Director of the Learning Research and Development Center. Dr. Stein is a frequent advisor to the Center for Urban Education across disciplines including school improvement and best practice. Dr. Stein holds a PhD in Educational Psychology from the University of Pittsburgh. She also earned a MEd in Counselor Education from the Pennsylvania State University in 1976. Presider: Beverly Kimes, NCSM Awards

 

Lead Speaker: Mary Stein

203  8:45 AM to
9:45 AM
113CGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

To Coach or Not to Coach...What Is the Payoff?
Participants will examine materials and activities used by district mathematics leaders to create lasting instructional changes in the mathematics classrooms of a large urban district. Experience and learn how mathematics leaders examined practices and used coaching skills, with an equity lens, in order to promote changes in instruction.

 

Lead Speaker: Lee Ann Pruske
Co-Presenter: Astrid Fossum
Co-Presenter: Cynthia Cuellar

204  8:45 AM to
9:45 AM
113AGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

New Directions in Assessment: The PARCC Prototype Project
In preparation for the PARCC assessment system, a coalition of mathematicians, mathematics educators, and K-12 educators, led by the Charles A. Dana Center at the University of Texas, has been contracted to work with PARCC to develop a set of prototype assessment tasks to inform the new assessment system.

 

Lead Speaker: Susan Hull
Co-Presenter: Cathy Seeley

206  8:45 AM to
9:45 AM
109Intermediate
(3 - 5)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Tools and Strategies for Instructional Leaders to Promote the Common Core State Standards in Grades 3-5
This session provides information and tools for mathematics instructional leaders (principals, coaches, team/teacher leaders, and/or district leaders) to use as they support teachers and students in their efforts to develop the eight areas of mathematical expertise described in the Common Core State Standards.

 

Lead Speaker: Michelle Kilcrease
Co-Presenter: Tami Bird
Co-Presenter: Margarita Cummings

207  8:45 AM to
9:45 AM
113BMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Preparing Middle Grades Teachers for the Common Core State Standards
Implementation of the Common Core State Standards (CCSS) requires middle grades teachers to have deeper understanding of content, especially in algebra and geometry, as well as of ways to teach this content. Learn how to help teachers develop these understandings through activities designed to engage them in analysis of the CCSS.

 

Lead Speaker: Janet Caldwell

208  8:45 AM to
9:45 AM
203Secondary
(9 - 12)
ALL Means ALL: Promoting Equity in Mathematics Education

Fostering Reasoning and Sense Making for All Students: Supporting the Goals of the Common Core State Standards for Mathematical Practice
Participants will examine issues and activities, which focus on making mathematical reasoning and sense making a reality for diverse students, such as low-performing, gifted, bilingual, disabled, and others based on the National Council of Teachers of Mathematics Reasoning and Sense Making Initiative. Connections will be made to the Common Core State Standards.

 

Lead Speaker: Marilyn Strutchens

209  8:45 AM to
9:45 AM
108ASecondary
(9 - 12)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

T3 Coaching: Implementing the Technology-Enriched Classroom to Enable Student Success
Come learn how individualized coaching from leading experts can help your educators effectively integrate TI technology in their classrooms. T3 coaches collaborate with teachers and schools to determine how best to use TI technology, with the goal of increased student learning.

 

Lead Speaker: Margaret Bambrick

210  8:45 AM to
9:45 AM
108BGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Using Screening Tests to Identify Student Needs and Research-Based Strategies to Implement Instruction for RTI Tiers-Sharing of Case Studies
Experience the power of using the Moving with Math Web-Based Assessment Suite to guide and improve mathematics instruction. RTI case studies will be used to demonstrate how to use formative and summative reports to easily and effectively differentiate instruction, monitor progress, and provide accountability. Attendees will receive a FREE 30-day trial.

 

Lead Speaker: Amy Johnson
Co-Presenter: Caryl Pierson
Co-Presenter: Nelson Palmer

211  8:45 AM to
10:15 AM
103AGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Fulfilling a Promise: Successfully Leveraging Mathematics in a School System
This session will focus on strategies and change theory used in several schools to leverage mathematics successfully. Participants will examine student work and school data as evidence of the prominent changes that are possible at any school.

 

Lead Speaker: Marco Ramirez
Co-Presenter: Christine Confer

212  8:45 AM to
10:15 AM
105GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Moving from "Formative Assessments" to Assessment for Learning: The Student Is the Missing Piece
Research-based formative assessment practices go far beyond the use of "formative assessments"; they define a role for the teacher and-often overlooked-for the student. Hear how teachers in the FACETS project are learning to support this student role and the impact on the mathematics conversations in their classrooms.

 

Lead Speaker: Fred Gross
Co-Presenter: Susan Janssen
Co-Presenter: Cheryl Tobey

213  8:45 AM to
10:15 AM
107Middle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Real-World Mathematics with Mathalicious
The use of real-world problems can help make mathematics instruction more meaningful, engaging, and effective. It can also preempt misconceptions and allow teachers to address multiple standards at once. In this presentation we'll focus on contextualizing two important middle school topics: 1) Ratios and proportions; 2) Linear functions.

 

Lead Speaker: Karim Ani

214  8:45 AM to
10:15 AM
103BSecondary
(9 - 12)
ALL Means ALL: Promoting Equity in Mathematics Education

Together We Changed Mathematics Teaching and Learning
It started with one special education teacher and one mathematics teacher. Now almost 100 special education teachers are teaching the rigorous Common Core State Standards to high school students. Find out how these teachers from a large urban district learned the mathematical content and developed strategies to reach all students.

 

Lead Speaker: Amy Herman
Co-Presenter: Lynn Smith

205  8:45 AM to
9:45 PM
111GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Promoting the Common Core State Standards for Mathematical Practice Through Questions and Discussion
This session will examine how K-5 teachers can use questions and classroom discussions to promote and support the Common Core State Standards for Mathematical Practice. We will consider examples from student work samples, vignettes, and video clips.

 

Lead Speaker: Karen Economopoulos

215  10:00 AM to
11:00 AM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Implementing the Common Core as Constellations of Content and Practice Standards
The Common Core State Standards for Mathematics were written to bring coherence to the teaching of K-12 mathematics. The authors organized the standards in terms of developing mathematical themes as students go through the grades. Yet, if the Common Core is interpreted by school districts as a set of discrete standards to be covered each in isolation, we return again to a disjointed, shallow curriculum. On the other hand, if we think in terms of sets of lessons as engaging students in a constellation of content standards and associated mathematical practices, we can maintain that coherence intended by the authors. In this talk, we will present one example of a constellation of content and practice standards related to the Common Core's emphasis on the properties of the operations in the elementary grades. We will illustrate this constellation with samples of student work, descriptions of lesson sequences, and classroom video. Deborah Schifter is a principal research scientist at Education Development Center, Inc. (EDC). Virginia Bastable became the Director of the SummerMath for Teachers Program at Mount Holyoke College in 1993 after teaching middle school and high school mathematics for more than twenty years. Susan Jo Russell was a classroom teacher and staff developer in elementary schools in Pennsylvania and Massachusetts. She is currently at the Education Research Collaborative at TERC, where she has directed research and development projects in mathematics education for over 25 years. Deborah Schifter, Virginia Bastable, and Susan Jo Russell have collaborated on major projects since 1993. Together they produced the Developing Mathematical Ideas professional development series, which includes seven case-based modules. They worked on the second edition of Investigations in Number, Data, and Space, developing the early algebra strand for the curriculum. Their recent book, Connecting Arithmetic to Algebra: Strategies for Building Algebraic Thinking in the Elementary Grades, uses extensive classroom examples to support teachers in integrating a focus on noticing, articulating, representing, and justifying general claims into their core arithmetic instruction. The book emphasizes how both students who are struggling with grade-level computation and students who are excelling with grade-level computation can engage in and benefit from this focus. They are currently working on the project, Using Routines as an Instructional Tool for Developing Elementary Students' Conceptions of Proof. Presider: Susan Birnie, NCSM Regional Director, S1

 

Lead Speaker: Deborah Schifter
Co-Presenter: Virginia Bastable
Co-Presenter: Susan Jo Russell

216  10:00 AM to
11:00 AM
113AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Engaging Mathematics Teachers in Exploring the Role of Culture in Mathematics Teaching and Learning
We describe a mini-course for mathematics teachers that explores the role of culture in mathematics teaching and learning. Participants will review mini-course assignments, read excerpts from teacher assignments, and discuss the impacts on teachers' perceptions of equity and diversity.

 

Lead Speaker: Jodie Novak
Co-Presenter: Clark Dollard
Co-Presenter: Frieda Parker

217  10:00 AM to
11:00 AM
113BGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Connected Knowledge: What it Means to Learn Mathematics with Understanding
Many teachers, parents, and administrators still view mathematics reform with skepticism. In this session, we draw on brain research to explain that deep understanding is the result of "connected knowledge" organized within a conceptual framework, and explore how the process standards and mathematical practices help develop this connected knowledge.

 

Lead Speaker: Sarah Ryan
Co-Presenter: Kathy Ernst

218  10:00 AM to
11:00 AM
203Intermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Relationships Between Content Knowledge and Authority and Their Influence on Teaching Practice and Reflection: Implications for Professional Development
I will describe cases of four teachers to illustrate the ways that elementary teachers' mathematical content knowledge (high/low) and locus of authority (internal/external) interact and influence their instructional practices and their reflections on their teaching. We will then discuss implications for professional development for each of these types of teachers.

 

Lead Speaker: Denise Spangler

219  10:00 AM to
11:00 AM
113CMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Transformation Geometry: How Can We Help Teachers Make the Transition?
The approach of the Common Core State Standards for Mathematical Practice to geometry is fundamentally different from the current static approach to teaching geometry. We will discuss a professional development unit and additional resources to support secondary teachers in making the transition to teaching transformation geometry; this session will focus particularly on dilation transformations and proportional reasoning.

 

Lead Speaker: Joanne Becker

220  10:00 AM to
11:00 AM
109Middle
(6 - 8)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

The Gamification of Mathematics: Research, Game Theory, and Mathematics Instruction
This session draws on recent cognitive research to dissect and demonstrate the potential power (and pitfalls) of tapping game theory for mathematics teaching and learning. What does it mean to leverage adaptive leveling, immediate feedback, transparent progress, and intriguing mathematics tasks to build resiliency and conceptual and procedural fluency?

 

Lead Speaker: David Dockterman

221  10:00 AM to
11:00 AM
111Secondary
(9 - 12)
ALL Means ALL: Promoting Equity in Mathematics Education

Tools for Promoting Positive Self Beliefs
In what ways do students' self-beliefs impact their achievement? How about teacher beliefs? Research demonstrates that modest interventions hold tremendous power to transform students' academic identities. We will share some fresh ideas for addressing students' self-beliefs through the use of freely available online tools for educators.

 

Lead Speaker: Lisa Brown

222  10:00 AM to
11:00 AM
108AIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Core PD: Understanding the Common Core State Standards for Mathematical Practice
Learn about ETA/Cuisenaire's newest resource for professional learning. Core PD will provide web-based professional development which can be implemented as self-study, learning community, or hybrid models. The first Core PD course helps elementary teachers understand the Common Core State Standards for Mathematical Practice. Join us to learn more!

 

Lead Speaker: Sara Moore

223  10:00 AM to
11:00 AM
Secondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Using TI-Nspire Navigator for Networked Computers to Assess Student Understanding
Are you a 1-1 laptop school? Or headed in that direction? Come and explore how the Common Core State Standards, Formative Assessment, and TI-Nspire Navigator for Networked Computers work together to make an interactive classroom where students are making sense of mathematics.

 

Lead Speaker: Jennifer Wilson

224  10:45 AM to
12:15 PM
105GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Professionals Practicing the Practices: Incorporating the Standards for Mathematical Practice into Professional Development and Learning Communities
The Common Core State Standards for Mathematical Practice are the heart of quality mathematics instruction. Learn how to incorporate the practice of the Practices into the professional development and learning communities you facilitate, so the use of these Core Mathematical Practices can take root in teacher leaders and coaches and subsequently translate into classroom practice.

 

Lead Speaker: Corinne Murawski
Co-Presenter: Michael Fierle

226  10:45 AM to
12:15 PM
103CMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Powerful Professional Development Strategies That Help Teachers Improve Mathematics Instruction for Students with Learning Disabilities
Experience professional development activities that help teachers make their lessons more accessible to students with disabilities, while maintaining the integrity of the mathematics. Use a lesson planning process for aligning strategies with students' needs. Learn about ways to facilitate the activities effectively and leave with ideas to apply with teachers.

 

Lead Speaker: Amy Brodesky
Co-Presenter: Anna McTigue

227  10:45 AM to
12:15 PM
103AMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

How One District Used Formative Assessments Based on Learning Progressions to Differentiate Instruction
Learn the latest research on how to maximize the potential of formative assessment. Hear of how a team of teachers collaborating with a college professor designed formative assessments based on learning progressions, and how they then used data gained from these assessments and from regular work to differentiate instruction daily.

 

Lead Speaker: Leslie Laud
Co-Presenter: Laura Palin

228  10:45 AM to
12:15 PM
103BSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Classroom Grading for Secondary Mathematics
Classroom grading can be a source of great frustration for students and teachers alike. This interactive presentation will explore how meaningful grades truly are and how we can go about grading in far more substantive ways that promote learning and raise student achievement.

 

Lead Speaker: William Tozzo

229  11:15 AM to
12:15 PM
114GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Practicing the Common Core State Standards: What is the Work of Teaching?
The Common Core State Standards call for all students to master core mathematical practices, such as representing ideas, evaluating arguments, using language precisely, and using mathematical structure. These are crucial to the development of students' mathematical skill and proficiency. For students to develop skill with these mathematical practices, instruction must explicitly support such learning. This presentation will examine in detail three core teaching competencies that are fundamental to helping students develop proficiency with mathematical practices: (1) making the practices explicit and learnable; (2) establishing norms and routines that support mathematical practice; and (3) assessing students' capabilities with mathematical practices. The session will use artifacts of practice, including video, curriculum, and student work. It will also be designed to be interactive, so that participants are actively engaged in considering. Deborah Loewenberg Ball is the William H. Payne Collegiate Professor in education at the University of Michigan, and an Arthur F. Thurmau Professor. She currently serves as dean of the School of Education and as director of a new organization called TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students each summer. Ball's research focuses on the practice of mathematics instruction, and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skill and knowledge needed for responsible practice. Dr. Ball has served on several national and international commissions and panels focused on policy initiatives, including the National Mathematics Advisory Panel (appointed by President George W. Bush) and the National Board for Education Sciences (appointed by President Barack Obama). Presider: Sandie Gilliam, Colorado Springs

 

Lead Speaker: Deborah Loewenberg Ball

230  11:15 AM to
12:15 PM
111GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Implement the Mathematical Practices Using Great Tasks
Students demonstrate what they truly understand as they solve meaningful problems. Come join this session as we explore tasks that target students in grades K-12.

 

Lead Speaker: Kit Norris
Co-Presenter: Connie Schrock
Co-Presenter: Fred Hollingshead
Co-Presenter: David Pugalee
Co-Presenter: Richard Seitz, NCSM Regional Director

231  11:15 AM to
12:15 PM
113BGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Supporting Districts' Transition to the Common Core State Standards: What's Working; What's Not?
What should districts be doing to support effective implementation of the new Common Core State Standards (CCSS)? The CCSS Initiative recommends ongoing partnerships linking research and practice. Presenters from UIC will share what they have done to empower administrators and teachers at 33 school districts to do something different.

 

Lead Speaker: Margie Pligge
Co-Presenter: Nancy Mueller
Co-Presenter: Mary Jo Tavormina

232  11:15 AM to
12:15 PM
203GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Politics, Potholes, and Possibilities: Being an Effective Mathematics Leader in a New Era
The momentum from two decades of mathematics improvement is picking up speed fast. How can mathematics education leaders play a role in guiding this work to keep it from turning into a runaway train? We'll discuss national, state, and local changes and what they mean for every mathematics education leader.

 

Lead Speaker: Cathy Seeley

233  11:15 AM to
12:15 PM
113APrimary
(PK - 2)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Read the Writing on the Wall: Developing Data Teams and Data Walls
Presenters will share their experiences, successes, and challenges as mathematics coaches developing data teams at four high-risk, underperforming elementary schools. By establishing protocols and gaining trust, the presenters made data visible through the creation of data walls and ultimately created opportunities for open conversations among teachers about moving all students forward.

 

Lead Speaker: Karen Grigsby
Co-Presenter: Patricia Monosky

234  11:15 AM to
12:15 PM
109Middle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Using Student Work to Make Mathematical Connections Explicit
Research confirms when students talk about the mathematics they do, they learn the mathematics more explicitly. Participants will be asked to solve a mathematical task and present their solutions. The presenters will model several strategies for promoting mathematical discourse and use student/participant work to make mathematical connections explicit.

 

Lead Speaker: Mary Buck
Co-Presenter: Dean Ballard

235  11:15 AM to
12:15 PM
113CSecondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Building a Bridge That Everyone Can Cross: Transitioning into Full Implementation of the CCSS for Mathematical Practice
The Charles A. Dana Center and Agile Mind, with funding from the Gates Foundation, have developed online Algebra I and Geometry courses to support the Common Core State Standards. We will share some of the lessons learned about designing instructional programs that scaffold the transition for both students and teachers.

 

Lead Speaker: Kathi Cook
Co-Presenter: Susan May

236  11:15 AM to
12:15 PM
108BIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Conceptua Fractions: Visual Learning to Transform Mathematics for Students and Teachers
The new Common Core-Teacher Enhancement version of Conceptua Fractions is being unveiled at NCSM. Experience web-based visual learning tools for grades 3-8, technology to understand fractions, story problems, a new "math talks" mode to promote class dialogue, and breakthrough models to demystify the multiplication and division of fractions.

 

Lead Speaker: Arjan Khalsa
Co-Presenter: Lauri Susi

237  12:30 PM to
2:30 PM
Grand BallroomGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Tuesday Luncheon - Sponsored by Texas Instruments
The Common Core State Standards: Bringing It All Together Shifting what happens in classrooms to focus on developing mathematical understanding as well as procedural fluency is the nature of our work as supervisors. Implementing the Common Core makes this work even more challenging. Let's examine the vision and think about what will it take to get there. Gail Burrill, a Presidential Awardee for Excellence in Teaching Mathematics, was a secondary teacher and department chair in suburban Milwaukee, Wisconsin for over 25 years. She is currently a Mathematics Specialist in the Program for Mathematics Education at Michigan State University. She served as President of the National Council of Teachers of Mathematics (NCTM) and as Director of the Mathematical Sciences Education Board. She co-directs the Institute for Advanced Study's International Seminar and the Secondary School Teachers Program component of the Park City Mathematics Institute. She is an instructor for Teachers Teaching with Technology and a senior mathematics advisor to Texas Instruments Education Technology. Her research interests are statistics education, the use of technology in teaching secondary mathematics, and issues related to what it means to teach mathematics.

 

Lead Speaker: Gail Burrill

246  2:45 PM to
3:45 AM
203Secondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Formative Assessments-Helping the Unmotivated Build Confidence and Explore the Possibilities
Too many students are unmotivated and lack confidence in learning mathematics. Traditional motivational techniques are often teacher directed for the purpose of intimidation or punishment for non-compliance. Formative assessment is a bi-directional process between teacher and student; with skill it can improve student achievement over time.

 

Lead Speaker: Linda Fulmore

238  2:45 PM to
3:45 PM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

So, You're a Mathematics Instructional Leader, Specialist, or Coach? What's That All About Anyway?
This session will trace the background and challenges of those who, every day, serve schools and school disticts as math resource teachers, elementary mathematics specialists, coaches, and instructional leaders. We'll consider questions like: How'd you get this ob anyway? Does the princpal know you'r here today? Oh, I'm in charge of the CCSS implementation in my school? and others that relate to the role and impact of elementary school mathematics specialists, coaches, and instructional leaders. Dr. Francis (Skip) Fennell is a mathematics educator and has experience as a classroom teacher, a principal, and a supervisor of instruction. He is currently Professor of Education and coordinator of the graduate-level program in elementary education at McDaniel College. Recently, Dr. Fennell became the first recipient of the endowed Bowlsbey Chair at McDaniel College. He is also Past-President of the National Council of Teachers of Mathematics. Widely published in professional journals and textbooks related to elementary and middle-grade mathematics education, Skip has also authored chapters in yearbooks and resource books published in the National Council of Teachers of Mathematics. In addition, he has played key leadership roles. In the Research Council of Mathematics Learning, the Mathematics Sciences Education Board, the National Science Foundation, the Maryland Mathematics Commission, the United States National Commission for Mathematics Instruction, and the Association for Mathematics Teacher Educators. Dr. Fennell served on the National Mathematics Advisory Panel, chairing the Conceptual Knowledge and Skills Task Group. Dr. Fennell earned his bachelor's degree from Lock Haven University of Pennsylvania and a master's from Bloomsburg University of Pennsylvania before receiving a Ph.D from The Pennsylvania State University. Presider, Hope Bjerke, NCSM Regional Director

 

Lead Speaker: Francis (Skip) Fennell

239  2:45 PM to
3:45 PM
103AGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Leroy, Addition, and the Power of "We": The Common Core State Standards and School-wide Change
Explore doable, useful strategies for leveraging the Common Core State Standards for school change. Videos, activities, and vignettes from a project on the Navajo Reservation describe how collaboration, structures, and protocols can change a school. Plan how you can leverage these strategies in your own schools!

 

Lead Speaker: Chris Confer
Co-Presenter: Marco Ramirez

240  2:45 PM to
3:45 PM
103CGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

I Tweet; Therefore, I Learn
Heard all the hype about Twitter? Wondering how it's helped mathematics leaders improve their practice? Thinking about developing your own personal learning network or helping teachers develop theirs? In this workshop I'll share stories and tips on using Twitter to build a community to support mathematics professional development.

 

Lead Speaker: Max Ray

241  2:45 PM to
3:45 PM
109GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

What Do the Practices Look Like in K-5 Classrooms?
We will look in depth at two to three related Common Core State Standards practices and how students engage in these practices at different elementary grades. We will consider opportunities for students to use the practices, teacher support for these practices, and how students develop these practices from Kindergarten to fifth grade.

 

Lead Speaker: Arusha Hollister

242  2:45 PM to
3:45 PM
105Intermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Building Professional Learning Communities Around the Mathematical Practices Through the Use of Video Cases
The Common Core State Standards for Mathematical Practice are critical to achieving depth of understanding; however, how to support teachers' facilitation of the mathematical practices remains elusive. Explore classroom-tested examples as a foundation for professional learning communities using videos to support the process and discover how learning communities form the bridge to change classroom practice.

 

Lead Speaker: Juli Dixon

243  2:45 PM to
3:45 PM
107Intermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Perceptions of Elementary Mathematics Coaching
How do perceptions of coaching programs impede or enable their effectiveness? How is the work done between coaches and teachers sustained? Through examination of two case studies of coaching programs, participants will discuss the implications of what happens in a classroom once the coach leaves the room.

 

Lead Speaker: Shannon Larsen

244  2:45 PM to
3:45 PM
113CIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Using Technology to Enhance Professional Development of Elementary Educators
Mathematics leaders will learn about a new project called MathLanding that focuses on improving the mathematics knowledge and instructional practice of elementary educators. Developed primarily for mathematics specialists, coaches, and mentors, MathLanding harnesses the best of the web for use as an effective, technology-driven professional development tool.

 

Lead Speaker: Betsy Peisach
Co-Presenter: Pat Hemler

245  2:45 PM to
3:45 PM
113AMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

The Community-Based Mathematics Project of Philadelphia: Making Mathematics Locally Relevant for Teachers and Students
In this session, we describe growth in teachers' beliefs and practices through participation in a professional development program focused on locally relevant curricula. Teachers learned how to create culturally relevant lessons that highlight local data, practices, and challenges while simultaneously encouraging students' development of mathematical power.

 

Lead Speaker: Janine Remillard
Co-Presenter: Luke Reinke
Co-Presenter: Vivian Lim
Co-Presenter: Emily Magee

247  2:45 PM to
3:45 PM
111Secondary
(9 - 12)
ALL Means ALL: Promoting Equity in Mathematics Education

Algebra or Above for Every Freshman: Making it Happen!
Come and experience how an inner city school makes Algebra (or above) the first course for more than 98% of incoming freshmen. I will take you through how we did it, what we do to support our students, and how we are extending the support to our upper level courses.

 

Lead Speaker: Jeanette Scott

248  2:45 PM to
3:45 PM
103BSecondary
(9 - 12)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Developing Powerful Professional Learning Communities-Online: Improving Teachers' Instructional Practice-Anytime, Anywhere
The best professional development is ongoing, in-depth, and job embedded. The difficulty in this fiscally challenging climate is delivering it. This interactive session shares the research and design from our online lesson study community that proves to increase knowledge of mathematics for teaching while sharpening teachers' focus on student understanding.

 

Lead Speaker: M. Hope Yursa
Co-Presenter: Jason Silverman

249  2:45 PM to
3:45 PM
108AMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Rebuilding Students' Cognitive Structures for Understanding Mathematics
In this interactive session, we will discuss Marilyn Burns' work with intervention students and her philosophy that re-teaching missed skills and concepts is not what is needed to accelerate learning-rather, it is necessary to rebuild students' cognitive structures for making sense of mathematics.

 

Lead Speaker: Marilyn Trow

250  2:45 PM to
3:45 PM
108BGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

OnCore! Mathematics Interactive Whiteboard Content
Prepare faculty for the Common Core State Standards for Mathematical Practice, engage students with 21st Century ROBUST digital curriculum using Interactive Whiteboard (IWB) Technology, teach the "language of math," provide ready-made lesson plans that include embedded IWB usage training, and bring value to your district's IWB investment.

 

Lead Speaker: Joanie Pond

251  4:00 PM to
4:30 PM
114GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

NCSM Business Meeting, State of the Organization Report, and Caucuses
NCSM President Suzanne Mitchell will present the State of the Organization Report, including progress on the 2011-2012 NCSM projects and initiatives, newly released position papers, enhancements to the NCSM website, and anticipated strategic priorities for 2012-2013. Treasurer Randy Pippen will describe the current financial status of the organization.

 

Lead Speaker: Suzanne Mitchell
Co-Presenter: Randy Pippen

252  4:30 PM to
5:30 PM
103CGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Eastern Region 1 Caucus
Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, Military State AE (Armed Forces Africa, Canada, Europe, and Middle East)

 

Lead Speaker: Mari Muri

253  4:30 PM to
5:30 PM
103BGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Central Region 2 Caucus
Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin

 

Lead Speaker: Laura Godfrey, NCSM Regional Director

254  4:30 PM to
5:30 PM
105GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Eastern Region 2 Caucus
Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, West Virginia

 

Lead Speaker: Jim Bohan, NCSM Regional Director

255  4:30 PM to
5:30 PM
107GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Southern Region 1 Caucus
Bermuda, Florida, Georgia, North Carolina, Puerto Rico, South Carolina, Virginia, Virgin Islands, Military State AA (Armed Forces America)

 

Lead Speaker: Susan Birnie

256  4:30 PM to
5:30 PM
109GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Southern Region 2 Caucus
Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Tennessee, Texas

 

Lead Speaker: Ted Hull

257  4:30 PM to
5:30 PM
103AGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Central Region 1 Caucus
Illinois, Indiana, Kentucky, Michigan, Ohio

 

Lead Speaker: Valerie Mills, NCSM Regional Director

258  4:30 PM to
5:30 PM
111GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Western Region 1 Caucus
Alaska, Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, Wyoming

 

Lead Speaker: Richard Seitz, NCSM Regional Director

259  4:30 PM to
5:30 PM
113AGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Western Region 2 Caucus
California, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Mariana Islands, Palau, Hawaii, Oregon, Washington, Military State AP (Armed Forces Pacific)

 

Lead Speaker: Hope Bjerke, NCSM Regional Director

260  4:30 PM to
5:30 PM
113BGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Canadian Regional Caucus
Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Northwest Territories, Nova Scotia, Nunavut, Ontario, Prince Edward Island, Quebec, Saskatchewan, Yukon

 

Lead Speaker: Donna Karsten, NCSM Regional Director

261  4:30 PM to
5:30 PM
113CGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

International Attendee Caucus
Anyone from outside the United States and Canada

 

Lead Speaker: Diana Kendrick, NCSM Second Vice President

262  4:30 PM to
5:30 PM
108AGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

NCSM Past Presidents Caucus
NCSM Past Presidents

 

Lead Speaker: Larry Bradsby, NCSM Past President, Lakewood, CO

263  5:45 PM to
7:00 PM
Grand BallroomGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Tuesday Reception - Sponsored by Pearson
Pearson is an international company with world-wide businesses in education, business information, and consumer publishing. The company helps children and adults to learn, business people to make good decisions, and readers to enjoy a good book.

 

Lead Speaker: Reception Reception

 
All Sessions -- Wednesday, April 25, 2012
 
301  7:30 AM to
8:30 AM
Grand BallroomGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Wednesday Breakfast - Sponsored by Pearson
From Common Core to Common Understanding to Common Implementation - A Professional Learning Journey Description: Just as students must "understand and be able to do" mathematics, we must understand and be able to support teachers in their efforts to implement the expectations articulated in the CCSS-Mathematics Content and Mathematical Practices. And, with a shared understanding, we must consider what implications this has for teacher learning. Through this interactive session we will test ourselves to see if we are ready for the journey and equip ourselves with what we need to reach our desired destination. Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). She is an author of Elementary and Middle School: Teaching Developmentally-8E (with Karen Karp and the late John van de Walle) and the just-released Professional Development Edition of this book. She is the author of the Field Experience Guide for this book. She has also coauthored other books, including: Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. Jennifer has published many articles on teaching and learning in NCTM journals and regularly provides professional development on effective teaching practices. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer is on the Board of Directors for TODOS: Equity for All, Editor for the 2012 NCTM Yearbook on Professional Collaborations, and Past-President of the Association of Mathematics Teacher Educators (AMTE).

 

Lead Speaker: Jennifer Bay-Williams

302  8:45 AM to
9:45 AM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Lessons Learned from Interviewing Students
Numerical proficiency is essential for students' continued math success with algebra and beyond. This session presents MRI, a web-based formative assessment tool funded by the Bill & Melinda Gates Foundation that provides teachers information about strategies essential for numerical reasoning and insights into their students' numerical reasoning skills. Marilyn Burns is the founder of Math Solutions, dedicated to the improvement of K-12 math instruction through professional development services, books, and DVDs. Her K-8 resource, About Teaching Mathematics, now in its third edition, is widely used by teachers and in pre-service courses. Marilyn's most recent contribution has been as lead author for Math Reasoning Inventory (MRI), a web-based formative assessment tool for middle school funded by the Bill & Melissa Gates Foundation. In 1991, Marilyn was awarded an honorary doctorate degree from Bank Street College of Education in New York. In 1996, she was the recipient of the NCSM Glenn Gilbert National Leadership Award. In 1997, she received the Louise Hay Award for Contributions to Mathematics Education by the Association for Women in Mathematics. In 2010, for her lifetime achievement in educational publishing, she was elected into the Association of Educational Publishers Hall of Fame. Presider: Mari Muri, NCSM Regional Director, Eastern 1

 

Lead Speaker: Marilyn Burns

303  8:45 AM to
9:45 AM
109GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Secrets of Coaching in Districts in Need of Improvement
What do you do when leadership is a revolving door, principals and teachers are inundated with too many initiatives, and everyone is fearful of losing their jobs and engaging in perpetual test preparation? In this session, we will frankly discuss some real challenges coaches and consultants face in the field.

 

Lead Speaker: Anne Burgunder
Co-Presenter: Lucy West
Co-Presenter: Antonia Cameron

304  8:45 AM to
9:45 AM
111GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Assessment of Students on the Common Core State Standards: We Must Take Charge!
This session is a review of the progress, areas of strength, and major concerns around the development of the assessment consortia plans, products, and professional involvement. After the challenges of engaging in the development, critique, and evolution of the Common Core State Standards, the profession, organizations, and institutions face this same challenge.

 

Lead Speaker: Henry Kepner

305  8:45 AM to
9:45 AM
113CGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Lesson Study: Leading the Way in Implementing the Common Core State Standards
Teachers cannot implement the Common Core State Standards for Mathematical Practice without having learned these skills themselves. How can they develop these proficiencies which are not included in traditional professional development? Using case studies, this workshop examines how the lesson study experience bridges this gap to help leaders translate vision into practice.

 

Lead Speaker: Anne Nesbitt
Co-Presenter: Nancy Kovacic

306  8:45 AM to
9:45 AM
113BIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Designing Formative Assessments to Reflect on Learning and Guide Instruction
Formative assessment is a classroom tool to inform students and educators about their learning and teaching. Learn current research and best practices for formative instruction; strategies for implementation at the classroom, grade, and building levels; and techniques and skills to enable teachers to design real-time assessments that reflect and inform.

 

Lead Speaker: Timothy Hudson

307  8:45 AM to
9:45 AM
203Intermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Advancing the Goal and Meeting the Challenges: Research Findings That Inform Coaching's Potential for Effective, On-Site, Professional Development
Recent research indicates that coaching's potential for increasing instructional capacity and improving student achievement is influenced by variables spanning knowledge, focus, and collaboration. This session will present these findings and then engage the participants in a practical exercise addressing use of these findings to inform practice and policy.

 

Lead Speaker: Patricia Campbell

308  8:45 AM to
9:45 AM
113AMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Tapping into Potential: Developing a Culture That Supports a Growth Mindset and Fosters Perseverence in Mathematics
Do your students view challenging work as an opportunity to learn and grow? Do they make sense of problems and persevere in solving them? Come hear how rich mathematical tasks combined with effective, descriptive feedback can promote a growth mindset in both teachers and students.

 

Co-Presenter: Melissa Hedges
Co-Presenter: Connie Laughlin
Lead Speaker: Beth Schefelker

309  8:45 AM to
9:45 AM
108ASecondary
(9 - 12)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Embracing the Common Core with Technology
Imagine a classroom where students take ownership of their learning! Through meaningful investigations, experience highlights of Casio's powerful PD program and Prizm technology that will inspire teachers to seamlessly implement best teaching practices and the Common Core into their classroom and empower students. Attendees receive a PRIZM and related materials.

 

Lead Speaker: Mike Reiners

310  8:45 AM to
9:45 AM
108BIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

An Innovative Path to Meeting Rigorous Common Core State Standards: New Adaptive Technology Helps Target Math Fact Fluency
A student's algebra-readiness is influenced early in their learning. The Common Core State Standards outline foundations which impact a student's potential for success. Adaptive technology programs can help students overcome major road blocks along the way to algebra: fact fluency and fractions. Learn how to effectively differentiate instruction using Scholastic's newest technologies.

 

Lead Speaker: Linda Schoenbrodt

312  8:45 AM to
10:15 AM
107Primary
(PK - 2)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

First Things First: Prioritizing Place Value and Operations in Professional Development for K-4 Mathematics Teachers
Join us as we explore the critical role place value and properties play in teaching and learning number and operations concepts. This trainer-of-trainers session will focus on PD strategies and content to help teachers make the connections between their practices and student learning. Each participant will receive a ready-to-use workshop.

 

Lead Speaker: Kimberly Rimbey

313  8:45 AM to
10:15 AM
105Middle
(6 - 8)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Articulation for Mathematics Improvement: Beyond the Blame Game; Beyond Basic Skills
Collaboration among teachers and administrators can be a powerful support for mathematics improvement. But bridging the divide between elementary and high school districts poses unique challenges. Learn some principles for productive articulation conversations, models for effective mathematics articulation activities, and how they have worked in practice with over 30 districts.

 

Lead Speaker: Mary Jo Tavormina
Co-Presenter: Sendhil Revuluri
Co-Presenter: Margie Pligge

314  8:45 AM to
10:15 AM
103BSecondary
(9 - 12)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Supporting the Development of Coaching in a Mathematics Teacher Leadership Program: Experiences of an Elementary, Middle, and High School Teacher
Coaching is a powerful avenue for moving classroom teachers into teacher leadership and for heightening the skill set of current teacher leaders. In this session, instructors and teachers from the Math TLC Teacher Leadership Program describe their experiences in a mathematics instructional coaching course.

 

Lead Speaker: Jodie Novak
Co-Presenter: Nina McGibney
Co-Presenter: Diane Mickelson
Co-Presenter: Beth Sasse

311  8:45 AM to
10:30 AM
103AGeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Strategies for Linking the Standards for Mathematical Practice with the Common Core State Standards
How can we help teachers prepare for implementing the vision of the Common Core State Standards? Share some rich tasks for grades K-8 that develop conceptual understanding and build the characteristics of proficient students espoused by the Standards for Mathematical Practice. Come prepared to do mathematics and share ideas!

 

Lead Speaker: Linda Gojak

315  10:00 AM to
11:00 AM
114GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Essential Knowledge, Strategies, and Resources That Enable School Administrators to Be Effective Mathematics Instructional Leaders
Principals and other school-based administrators play key roles in supporting high quality mathematics instruction in their schools. Yet, many administrators have limited knowledge of mathematics learning, teaching and assessment, especially with respect to the increased expectations and emphasis on conceptual understanding and mathematical practices called for in the Common Core State Standards. This session focuses on the essential knowledge about high quality mathematics instruction that every administrator needs, strategies and resources to help them effectively monitor and improve mathematics teaching and learning, and how you, as a mathematics education leader, can support administrators to be effective mathematics instructional leaders. Diane J. Briars, NCSM Immediate Past President, is a mathematics education consultant and Co-Director of the Algebra Intensification Project, a joint venture of the Learning Science Research Institute, University of Illinois at Chicago, the Dana Center, University of Texas at Austin, and education technology company Agile Mind, Inc. Previously, she was Mathematics Director for the Pittsburgh Public Schools. Under her leadership, the Pittsburgh Schools made significant progress in increasing student achievement through standards-based curricula, instruction and assessment. She has served as a member of many national committees, including the National Commission on Mathematics and Science Teaching for the 21st Century, headed by Senator John Glenn, the Common Core State Standards for Mathematics Model Pathways writing team, and in leadership roles for various national organizations, including the National Council of Teachers of Mathematics, The College Board, and the National Science Foundation. She earned a Ph.D. in Mathematics Education, M.S. and B.S. in Mathematics from Northwestern University and did post-doctoral study in the Psychology Department of Carnegie-Mellon University. She began her career as a secondary mathematics teacher. Presider: Diana Kendrick, NCSM 2nd Vice President

 

Lead Speaker: Diane Briars

317  10:00 AM to
11:00 AM
203GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Leading OnCore: Don't Tell. Engage!
Developing teachers' talents with Core reasoning, giving them a taste of what it feels like to wrestle with and dramatize important mathematical ideas, in preparation for implementation of the Common Core State Standards-and making mathematics joyful for all.

 

Lead Speaker: Carole Greenes

318  10:00 AM to
11:00 AM
109Primary
(PK - 2)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Does Your Assessment Tell You What You Need to Know? Findings from mClass: Mathematics Data and What They Mean for Instruction
The mClass: Mathematics K-3 assessment system combines curriculum-based measures (CBM), diagnostic interviews (DI), and cognitive science. Research data shows that using both CBM and DI measures is better. Learn and discuss the relevance of these findings to your mathematics program. Student profiles and effective implementation strategies will be shared.

 

Lead Speaker: Herbert Ginsburg
Co-Presenter: Sandra Pappas

319  10:00 AM to
11:00 AM
113CIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Addressing the Needs of Both the Content and Practice Standards of the Common Core: Strategies Employed by the Intel© Math Program
The Common Core State Standards for Mathematical Practice require that teachers have a more robust and conceptual understanding of content while also tackling the Standards for Mathematical Practice. Intel Math seeks to address both needs. Come discuss the strategies of our program that have proven successful in past implementations.

 

Lead Speaker: Aubrey Neihaus

320  10:00 AM to
11:00 AM
111Middle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

The Common Core State Standards and Rational Numbers: A Challenge and an Opportunity
Both the National Math Panel and the Common Core State Standards agree that a major goal for K-8 mathematics should be proficiency with rational numbers. In this session, participants will consider issues around curricular coherence and be engaged in strategies, activities, and technology that can bridge the knowing-doing gap.

 

Lead Speaker: Eric Milou

321  10:00 AM to
11:00 AM
113BMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Developing Student Mathematicians: The Common Core State Standards for Mathematical Practice in Action Across the Middle Grades
Learn how teachers can help middle grades students think deeply about mathematics concepts using the Common Core State Standards for Mathematical Practices, particularly making sense of the mathematics, constructing, and critiquing arguments, and making use of structure. Participants explore professional development activities focusing on algebraic reasoning along with a field-tested rubric to assess practices.

 

Lead Speaker: Katherine Gavin
Co-Presenter: Suzanne Chapin
Co-Presenter: Linda Sheffield

322  10:00 AM to
11:00 AM
108AMiddle
(6 - 8)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

How "The Teacher as the Coach" Mode of Instruction Leads to Ongoing Assessment of Student Learning
Are your teachers surprised by poor student performance on the unit test? In this presentation we will model some key elements of a coaching model which provides real-time feedback on student performance. We will illustrate these ideas using Hands-On Equations to work algebraic equations and word problems.

 

Lead Speaker: Henry Borenson

323  10:00 AM to
11:00 AM
108BSecondary
(9 - 12)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Simply Calculate the Difference!
Technology that grows with students as they advance through mathematics! Explore Casio's redesigned, seamless and intuitive fraction & scientific calculators, from Elementary to Engineering! Our patented Natural Display removes technological barriers to learning - giving Educators what you need, when you need it! Attendees receive emulator software of their choice.

 

Lead Speaker: Amber Branch

316  10:00 AM to
11:00 PM
113AGeneralALL Means ALL: Promoting Equity in Mathematics Education

Building Collegiality Between Regular Education and Special Education Teachers to Meet the Needs of Struggling Students
Milwaukee Math Alliance Project is a professional development program for special education and regular education teachers. During this session participants will learn how teachers in this project have deepened their mathematical content knowledge, developed strategies for collaboration, and applied these skills to address student misunderstandings in mathematics.

 

Lead Speaker: Melissa Hedges
Co-Presenter: Judy Winn
Co-Presenter: Beth Schefelker
Co-Presenter: Christopher Gutherie

324  10:45 AM to
12:15 PM
103AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Powerful Teacher Leadership Emerges from Coaching Communities of Practice
Learn how two teachers, Morgan (gen-ed teacher) and Melanie (special-ed teacher), collaborated with Coach Lucy West to transform their planning and instructional practices in just four sessions and got profound results. Tools, practices, and video clips will be used in this interactive session to ensure participant understanding of the process.

 

Lead Speaker: Lucy West
Co-Presenter: Morgan Eig
Co-Presenter: Melanie Macioce

325  10:45 AM to
12:15 PM
105Primary
(PK - 2)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Coaching Early Childhood Teachers: Experiences, Challenges, Changes, and Results in a High-Need, Urban Setting
This session will focus on a two-year coaching project in a Pre-kindergarten setting. Videoclips, work samples, teacher interviews, and child outcome data will be presented along with opportunities to share coaching experiences via website interactions. Participants will be involved in a coaching session: 1) Reflecting; 2) Reviewing; and 3) Planning.

 

Lead Speaker: Juanita Copley
Co-Presenter: SaraJo Hannes

326  10:45 AM to
12:15 PM
103CPrimary
(PK - 2)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Using Video to Think About What the CCSS for Mathematical Practice Look Like in K-2 Classrooms
What does it look like when K-2 students exhibit and use the Common Core State Standards for Mathematical Practice? How can teachers encourage and enable students to do this? This session will use extended videoclips from K-2 classrooms as a way to discuss and begin to answer these questions.

 

Lead Speaker: Megan Murray

327  10:45 AM to
12:15 PM
103BMiddle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Developing Routines of Practice to Help Mathematics Teachers Support the Mathematics and Language Development of Students Who Are English Learners
Learn about and experience mathematics and English language development routines that support mathematics teachers in their work with students who are English learners. Consider routines focused on mathematical diagramming and geometric visualization. Explore the use of these routines in professional development and instructional coaching settings.

 

Lead Speaker: Johannah Nikula
Co-Presenter: Mark Driscoll
Co-Presenter: Maria Teresa Sanchez

328  10:45 AM to
12:15 PM
107Middle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Rowing with Both Oars: Engaging All Students to Raise Mathematics Achievement
When students aren't engaged in their learning, even skilled teachers can feel like they're rowing a boat using just one oar-exhausted and not getting where they want to go. Help teachers raise engagement and mathematics learning by promoting classroom discourse using rich formative assessment tasks, discussion, and analysis protocols.

 

Lead Speaker: Sendhil Revuluri
Co-Presenter: Joanne Baker
Co-Presenter: Nancy Mueller
Co-Presenter: Margie Pligge

330  11:15 AM to
12:15 AM
108AIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

A Focus on Multiplicative Reasoning: A Case of Research to Practice-VMP's Ongoing Assessment Project (OGAP)
The Ongoing Assessment Project (OGAP) is a formative assessment system based on mathematics education research concerning students' development of specific mathematics concepts. Participants will engage in activities based on the OGAP Multiplicative Framework which is a tool for analyzing evidence in student work, understanding instructional materials, and informing instructional decisions.

 

Lead Speaker: Marjorie Petit
Co-Presenter: Elizabeth Hulbert
Co-Presenter: Robert Laird

329  11:15 AM to
12:15 PM
114GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Panel: The PARCC and SBAC Assessments-Determining Evidence of Student Proficiency
We will describe various projects that are underway to support implementation of the PARCC and SBAC assessments. This will include a question and a as well time for the audience to discuss the roll-out and implementation process. At the Council of Chief State School Officers (CCSSO), Carrie Heath Phillips is responsible for implementation of the Common Core State Standards (Common Core) and next-generation state accountability systems. Carrie has been involved with the Common Core initiative since its inception and, during the standards development process, was responsible for building support for the initiative among national education stakeholders. Prior to working at CCSSO, Carrie was a fellow on Capitol Hill for Senator Chris Dodd, former chair of the Subcommittee on Children and Families. She began her career in education as a fourth and fifth grade classroom teacher in the Chicago Public Schools. Carrie holds a Bachelor's degree in Social Policy and a Master's degree in Education from Northwestern University in Evanston, Illinois. Carrie will serve as the moderator for the panel. Doug Sovde works for Achieve as Director, PARCC Instructional Supports and Educator Engagement. While at Achieve, Doug has worked with a dozen states to increase the rigor of their standards and align their standards and assessments. Recently, he participated as a member of the writing team of the Common Core State Standards, having principal responsibility for creating Appendix A to the mathematics standards, also known as the Model Course Pathways in Mathematics. Prior to joining Achieve, Doug spent 12 years in the Bellevue (WA) Public Schools as a teacher, an assistant principal and a principal. As a mathematics teacher, Doug taught courses from pre-algebra to AP Calculus BC and participated in district-wide curriculum development. He later became an assistant principal at Bellevue High School and Sammamish High School, where he supervised the mathematics departments and supported mathematics curriculum development. In 2006, Doug became the principal of Chinook Middle School, where he managed the development of new curriculum in mathematics, science, and social studies at the school level. Mr. Sovde earned his bachelor's degree in mathematics from the University of Washington, his master's degree in Curriculum and Instruction from Western Washington University, and his principal certification from the University of Washington's Danforth Educational Leadership and Policy Studies Program. Joe Willhoft is the Executive Director for the SMARTER Balanced Assessment Consortium. For the six years prior to that he was assistant superintendent for assessment and student information for the state of Washington, where his responsibilities included design and implementation of Washington's assessment program and collection and reporting of student information for the state's longitudinal student database. Before moving to state-level work, Joe directed assessment and evaluation activities at the local level for more than twenty years, primarily in the Tacoma School District in Washington and in Charles County schools in Maryland. Joe has a doctorate in educational measurement and statistics from the University of Maryland. He is past president of the Maryland Assessment Group and the Washington Educational Research Association, and was a founding member of the AERA Special Interest Group for Classroom- Based Assessment. He has been involved in several collaborative data and assessment efforts, including the Technical Work Group for a congressionally-mandated evaluation of the National Assessment of Educational Progress (NAEP), and as chair of the NAEP Policy Task Force for the National Assessment Governing Board, a collaborative effort co-sponsored by the Board and the Council of Chief State School Officers. Joe has served on the Technical Advisory Committee for several states. He has a master's degree in Special Education, and in his more than forty-year career has taught at all grade levels from kindergarten to graduate school - his favorite being third grade. He and Mark Twain share the same birthday. Presider: Laura Godfrey, NCSM Regional Director, Central Region 2

 

Co-Presenter: Doug Sovde
Lead Speaker: Carrie Heath Phillips
Co-Presenter: Joseph Willhoft

331  11:15 AM to
12:15 PM
113CGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Choosing and Using Videos for Professional Learning
How to select, evaluate, and use professional learning videos as worthwhile mathematics experiences for teachers, specialists, and administrators. Participants will view, categorize, and evaluate videos, and plan how to best incorporate them into professional learning activities to enhance mathematical content knowledge for teaching.

 

Lead Speaker: Lois Williams
Co-Presenter: Marguerite Mason

332  11:15 AM to
12:15 PM
113BGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Use Webinars to Meet the Need of Cost-Efficient, Engaging, and Dynamic Professional Development
In these days of budget cuts, supervisors must still create opportunities for quality professional development. Join this session to participate in a simulated webinar that reflects techniques currently being used to go beyond "watch and do" to ensure engagement by the professional in meaningful, transferable, discovery-based hands-on activities.

 

Lead Speaker: Paul Lawrence

333  11:15 AM to
12:15 PM
111GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Illustrating the Common Core State Standards for Mathematical Practice-NCSM Professional Development Materials to Deepen Teachers' Understanding of the Mathematical Practices
Participants in this session will explore the newly released professional development materials from NCSM designed to illustrate the Common Core State Standards for Mathematical Practice.

 

Lead Speaker: Aimee Evans, NCSM Secretary
Co-Presenter: Geraldine Devine
Co-Presenter: Dana Gosen
Co-Presenter: Linda Griffith
Co-Presenter: Cynthia Miller
Co-Presenter: Valerie Mills, NCSM Regional Director

334  11:15 AM to
12:15 PM
203GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Exploring the Learning Power of PISA
We present an overview of the Program in International Student Assessment (PISA) in mathematics, including the mathematics framework, sample tasks from the assessment, and findings regarding U.S. student performance. We will also engage attendees with professional development materials we are developing that feature PISA mathematics tasks at the core.

 

Lead Speaker: Edward Silver
Co-Presenter: Patricia Kenney

335  11:15 AM to
12:15 PM
113AIntermediate
(3 - 5)
Making Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Coaching Teachers to Make the Process Standards Visible in Their Classroom Assessments to Support Student Learning
Leaders will apply a framework focusing on the mathematical process standards to assessments that accompany published curricula and consider the implications of the analysis for assessment practices. Leaders will discuss how this approach can be used with teachers to enhance their assessments to maximize insight into students' thinking and learning.

 

Lead Speaker: Denisse Thompson
Co-Presenter: Patricia Hunsader
Co-Presenter: Barbara Zorin

336  11:15 AM to
12:15 PM
109Middle
(6 - 8)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Supporting Students to Succeed in Algebra: Strategies and Resources
Many districts face the challenge of better preparing grades 6-9 students for success in algebra. What strategies and resources do districts use to provide high-quality instruction for struggling students? Learn about an NSF-funded study investigating student needs, supports that district mathematics leaders provide for students, and teacher professional development supports.

 

Lead Speaker: June Mark
Co-Presenter: Josephine Louie
Co-Presenter: Mary Fries

337  11:15 AM to
12:15 PM
108BSecondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Agile Mind Technology Showcase: Research-based Tools and Protocols to Assure Successful Transition to the Common Core State Standards for Mathematical Practice
As districts look toward implementation of the Common Core State Standards for Mathematical Practice (CCSSM), it is crucial to their success that they analyze their individual capacities and readiness for change, using coherent, research-based tools and protocols. The Dana Center and Agile Mind have developed online materials that help districts prepare for and implement the CCSSM.

 

Lead Speaker: Kathi Cook
Co-Presenter: Susan May
Co-Presenter: Susan Hudson Hull

338  12:30 PM to
2:30 PM
Grand BallroomGeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

Wednesday Luncheon - Sponsored by Houghton Mifflin Harcourt and CASIO AMERICA, INC.
Focus and Fragmentation: Challenges and Opportunities for 2012 In this keynote address, Douglas Reeves will share new research findings on the impact of focus on student performance. His study of more than 2,000 schools reveals that most schools have a fragmented approach not only to mathematics education, but to instructional practices in general. Moreover, the schools that most need focus - high poverty schools - are least likely to have it. While the Common Core State Standards provide an opportunity for greater focus, that opportunity will be squandered unless teachers and administrators are also willing to make significant changes in instructional and leadership practices and give teachers the time they need to be successful. Douglas Reeves is the founder of The Leadership and Learning Center that serves school systems around the world. The author of 30 books and many articles on leadership and organizational effectiveness, D. Reeves has twice been named to the Harvard University Distinguished Authors Series. Douglas Reeves was named the Brock International Laureate for his contributions to education. He also received the Distinguished Service Award from the National Association of Secondary School Principals and the Parents Choice Award for his writing for children and parents. He is the 2010 recipient of the National Staff Development Council's Contribution to the Field Award. In writing the foreword to Doug's most recent book, Michael Fullan wrote, "Reeves doesn't just tell us what not to do. His research is so carefully documented and so clearly argued that we see precisely what should be our focus . . . Reeves takes us further and deeper into the critical territory of whole system reform. He does it with such elegance and relentless insistence that we are drawn - indeed, compelled - to want to take action."

 

Lead Speaker: Douglas Reeves

339  2:45 PM to
3:45 PM
114GeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Principals and Mathematics Specialists Embark on a Revolutionary Journey
"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." Therefore be it resolved, that holding strongly to the belief that all students have an equal right to learn mathematics and convinced by research that Mathematics Specialists working in schools with classroom teachers can make a difference in student learning, and recognizing that teaching and learning are collaborative endeavors, members of the mathematics community in the sovereign Commonwealth of Virginia, have banded together to support principals and Mathematics Specialists on their Revolutionary Journey to improve the mathematics learning for All. During this session, we will set the stage for our current work through an historical accounting of our work with elementary Mathematics Specialists over the last 10 years, including evidence that although course work and professional development are critical components, they alone are not enough to ensure Mathematics Specialists' success. We learned that strong soldiers do not an army make. Strong administrators, who understand the mission, and can lead collaboratively, are essential to obtaining and sustaining success. The role of building principals and Central Office administrators has to be addressed. This is a key component of our new grant work in Virginia. We will share details on the series of workshops designed to help principals understand reform-based mathematics, the role of the mathematics specialist, and the positive impact that collaborative teaching and learning can have on student success. Evidence from our recent Rural Initiative (Discovery K-12) and our Middle School (MSP) NSF grants will be included. You are invited to join us as we put our vision to practice and embark on this Revolutionary Journey of Life, Liberty and Mathematics for ALL. William Haver, Vandi Hodges, and Vickie Inge have collaborated to lead the development and implementation of an effective mathematics specialist program in the Commonwealth of Virginia. They have served on the course development teams and have taught many of the mathematics courses and leadership courses that prepare individuals to serve as coaches. William (Bill) Haver is Professor of Mathematics and former chair of the mathematics department at Virginia Commonwealth University. He received his B.S. from Bates College, M.S. from Rutgers University and Ph.D. in mathematics from SUNY-Binghamton. He has held appointments at University of Tennessee, Bates College and the Institute for Advanced Study. He chaired the committee on Curriculum Renewal Across the First Two Years of the Mathematical Association of America that developed the MAA College Algebra Guidelines that call for a modeling based approach and is supporting institutions that are implementing these guidelines. He currently is PI on two MSP Institute grants that prepare individuals to serve as Mathematics Specialists in elementary and middle schools. Dr. Haver provides support for the research projects that are designed to determine the impact of Mathematics Specialists on the teachers with whom they work and on the learning of the students in their schools Vandi Hodges recently retired as the K-12 Mathematics Coordinator for Hanover County. She now works part time at Virginia Commonwealth University teaching and assisting with NSF- MSP grant work. She co-chaired the Middle School Taskforce initiated by the Virginia Mathematics and Science Coalition leading to the current MSP "Mathematics Specialist in Middle Schools" project. Vandi served as President of the Virginia Council of Teachers of Mathematics (VCTM), President of the Virginia Council for Mathematics Supervision (VCMS) and was honored in 2009 with the VCMS Leadership in Education Award. Vickie Inge is the Director of Mathematics Outreach at the University of Virginia School of Continuing and Professional Studies and serves as a member of the Virginia Mathematics and Science Coalition. In the fall of 2002, she chaired a task force, appointed by the Virginia Mathematics and Science Coalition (VMSC) board, to prepare a case and to write a report to present to LEAs, DOE, BOE and policy makers as to how a mathematics teacher specialist will improve student learning. preparation, and licensure. Vickie has served as President of the Virginia Council of Teachers of Mathematics (VCTM) and President of the Virginia Council of Mathematics Supervision (VCMS). Presider: Linda Fulmore, Arizona

 

Lead Speaker: William Haver
Co-Presenter: Vickie Inge
Co-Presenter: Vandi Hodges

340  2:45 PM to
3:45 PM
103AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Providing High-Quality Professional Development: Understanding Challenges and Providing Supports for District-Based Facilitators
Explore ways to address the challenges that mathematics leaders face when facilitating professional development in their districts. Consider models for training institutes, video cases of facilitation episodes, and examples of online approaches that were developed to support facilitators of two professional development programs on improving the accessibility of mathematics instruction.

 

Lead Speaker: Babette Moeller
Co-Presenter: Marvin Cohen
Co-Presenter: Lynn Goldsmith
Co-Presenter: Amy Brodesky

341  2:45 PM to
3:45 PM
103BGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Using Response to Intervention in Mathematics to Enhance Mathematical Teaching and Learning for All
Want to enhance your students' mathematical learning and your teaching practices? Come learn more about Response to Intervention in Mathematics: A model for effective practices for all learners and a support for how we educate all learners. Multiple tips, strategies, ideas, and resources to differentiate and scaffold instruction will be provided.

 

Lead Speaker: Gina Gresham
Co-Presenter: Mary Little

342  2:45 PM to
3:45 PM
105GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

New Mathematics Leaders: Focus Question/Answer Time for Implementation of the Common Core State Standards
Where do we start? After three days of Common Core State Standards (CCSS) discoveries, collaborate with other new mathematics leaders to create a network of support on how to bridge the "knowing-doing gap" for implementing the CCSS. This session will allow for open discussion regarding the "how to" implementation of the CCSS.

 

Lead Speaker: Mona Toncheff

343  2:45 PM to
3:45 PM
108AGeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Supporting Mathematics Leaders: Association of Mathematics Teacher Educators
AMTE's focus is on the improvement of mathematics teacher education. Join us in this session for discusssion of important and timely topics of mutual interest; such as mathematics specialists in the elementary grades, teacher preparation policies and practices, and K-12 mathematics education leadership development.

 

Lead Speaker: Nadine Bezuk
Co-Presenter: Fran Arbaugh
Co-Presenter: Marilyn Strutchens

344  2:45 PM to
3:45 PM
109GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Expanding Opportunities for Our Most Promising Students of Mathematics with the Common Core State Standards (CCSS)
The latest NCSM position paper is Improving Student Achievement in Mathematics by Expanding Opportunities for Our Most Promising Students of Mathematics. However, the Common Core State Standards (CCSS) make no specific mention of these students. Come explore ways NCSM might identify and develop resources that build on the CCSS to help students develop their talents, passion, and creativity.

 

Lead Speaker: Linda Sheffield
Co-Presenter: Katherine Gavin

345  2:45 PM to
3:45 PM
113CGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Math Learning 2.0: New Opportunities for Collaborative Teaching and Learning with Internet-Based Tools
An expanding community of mathematics educators and software developers are utilizing a variety of social networking environments to share new ideas in mathematics education. Join us for a roundtable discussion to find out how teachers are taking advantage of these Web 2.0 communities to enhance mathematical learning.

 

Lead Speaker: Ihor Charischak
Co-Presenter: David Weksler

347  2:45 PM to
3:45 PM
203GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

The PARCC Assessment Consortia - Making Student Learning Visible
Come and share your states' progress with the resources released by PARCC. You will also receive an update about status and latest implementation efforts.

 

Lead Speaker: Doug Sovde

348  2:45 PM to
3:45 PM
103CPrimary
(PK - 2)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

What Do the Common Core State Standards for Mathematical Practice Actually Look Like, and How Can We Help Teachers Implement Them?
The Common Core State Standards for Mathematical Practice (CCSS-M) are to be implemented across grades, but what might the CCSS-M look like in the primary grades? Come learn how students in Project M^2, an NSF-funded program, engaged in ways reflecting these practices. Analyze video and student work to learn to recognize and support these practices.

 

Lead Speaker: Tutita Casa
Co-Presenter: Katherine Gavin
Co-Presenter: Janine Firmender

349  2:45 PM to
3:45 PM
107Middle
(6 - 8)
ALL Means ALL: Promoting Equity in Mathematics Education

Teaching At-Risk Algebra Students to Be, Once Again, as Smart and Intrepid as They Were When They Were Six
Students who see mathematics as arbitrary and themselves as incapable need evidence that effort will pay off, that they CAN learn. See an NSF-supported "algebra-centric" strategy that employs puzzles and dialogues to help students develop algebraic habits of mind, seek structure and sense in mathematics, and gain competence and stamina.

 

Lead Speaker: E. Paul Goldenberg
Co-Presenter: June Mark
Co-Presenter: Mary Fries

350  2:45 PM to
3:45 PM
111Secondary
(9 - 12)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Use Research-Based Instructional Strategies with Online Mathematics Simulations to Bridge the Common Core State Standards Knowing-Doing Gap
Learn how online mathematics simulations help bridge the Common Core State Standards knowing-doing gap. In classrooms that resemble mathematics laboratories, students of all levels manipulate variables, generate and test hypotheses, and engage in "what-if" experimentation. As a result, they enhance their ability to think and reason mathematically, learning content and processes coincidentally.

 

Lead Speaker: Pam Berry

351  2:45 PM to
3:45 PM
113ASecondary
(9 - 12)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

What Leaders Need to Know to Help "At-Risk" Students Be Successful in Secondary Mathematics! Research-Based Teaching Strategies and Methods
Leaders in mathematics education need to equip themselves with research-based ideas and techniques to support their teachers. This session will offer alternative methods and strategies to help teachers reach all students and includes a discussion of how small changes can result in large gains.

 

Lead Speaker: Larry Bradsby, NCSM Past President, Lakewood, CO

352  2:45 PM to
3:45 PM
108BIntermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

The "X Factor"in Student Success: Intelligent Adaptive Learning
Blended learning models empower students to take more ownership of their own learning. During this session you will learn how the adaptive learning technology of DreamBox Math introduces an educational "X Factor" through the increase in student ownership of learning.

 

Lead Speaker: Casey Davidson

353  4:00 PM to
5:00 PM
203GeneralMaking Mathematics Learning Visible: Implementing Formative and Summative Assessments to Support Student Learning

The SBAC Assessment Consortia - Making Student Learning Visible
Come and share your state's progress with resources released by SBAC. You will also receive an update about status and latest implementation efforts.

 

Lead Speaker: Joseph Willhoft

354  4:00 PM to
5:00 PM
111Intermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

Strategies for Mathematical Educational Leaders to Promote and Achieve Equity
This presentation will describe our work with teachers and administrators to help them meet a requirement to infuse culture and global issues in the mathematics classroom. Participants will explore activities based on global and cultural issues and discuss the ways to use them in mathematics lessons.

 

Lead Speaker: Chadd McGlone
Co-Presenter: Jim Barta

355  4:00 PM to
5:00 PM
113CIntermediate
(3 - 5)
Leadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Making the Move from Directed to Student-Centered Instruction
In this session you will learn how to support teachers in creating learning opportunities that promote conceptual understanding, procedural fluency, and positive mathematical attitudes. Learn how to help teachers move from an emphasis on "right and wrong" answers to engaging students in activities that promote reflection, critical, and divergent thinking.

 

Lead Speaker: Arjan Khalsa
Co-Presenter: Donna Karsten, NCSM Regional Director

356  4:00 PM to
5:00 PM
113BGeneralALL Means ALL: Promoting Equity in Mathematics Education

TODOS Mathematics for ALL-Focusing on the Mathematics Education of Latino/Hispanic and Other Underrepresented Groups
TODOS members and others interested in our mission and goals (which can be found at todos-math.org) are invited to attend this session. We will review accomplishments, recognize sponsors and outgoing committee members, present the Iris Carl Award, and gather input from ALL on ideas to move TODOS forward. Join Us!

 

Lead Speaker: Bob McDonald
Co-Presenter: Don Balka

357  4:00 PM to
5:00 PM
103CIntermediate
(3 - 5)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Examining the Common Core State Standards for Mathematical Practice in Grades 3-5
What do the Common Core State Standards for Mathematical Practice look like in grades 3-5 classrooms? How can teachers encourage and enable students to utilize the practices to learn and understand mathematics? This session will use videoclips from grades 3-5 classrooms to examine what it means to understand and implement these practices.

 

Lead Speaker: Keith Cochran

358  4:00 PM to
5:00 PM
113AIntermediate
(3 - 5)
Mathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

K-8 Mathematics Specialist Program: An Evaluation Study
This session reports on a research study conducted in 2010-11 in Spotsylvania County Schools, Virginia. The focus of the study is the effect of having mathematics specialists in elementary and middle schools. Three-year data is used in the analysis of state test scores, beliefs, perceptions, and pedagogical content knowledge.

 

Lead Speaker: Gary Galluzzo
Co-Presenter: Jackie Getgood

360  4:00 PM to
5:00 PM
103BMiddle
(6 - 8)
Bridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Supporting Teachers to Implement a School-wide Focus on the Common Core State Standards for Mathematical Practice
Examine a Math Forum model of professional development that supports building a classroom environment to move away from listening "for" student responses towards focusing on listening "to" student thinking. Leave the session with activities a teacher leader can use with members of their mathematics department to implement school-wide strategies.

 

Lead Speaker: Suzanne Alejandre
Co-Presenter: Erin Igo

361  4:00 PM to
5:00 PM
107GeneralBridging the Knowing-Doing Gap: Implementing the Common Core State Standards

Urban Mathematics Leadership: Discussions About the Resources for Implementing the Common Core State Standards for Mathematical Practice
The Urban Mathematics Leadership Network (UMLN) of mathematics directors from some of the country's largest and most influential urban districts invite you to join us in this session to learn about the protocols and tools these districts are using for implementing the Common Core State Standards. Be prepared to share your learning.

 

Lead Speaker: Brian Newsom
Co-Presenter: Susan Hudson Hull
Co-Presenter: Kathi Cook

362  4:00 PM to
5:00 PM
108AGeneralALL Means ALL: Promoting Equity in Mathematics Education

Realizing the Brilliance of Black Children in Mathematics: A Case for Continued Advocacy and Equity Work
The Benjamin Banneker Association (BBA) is a non-profit organization of individuals and groups that has been working for over 25 years on equity issues and advocacy for the mathematics education of Black children. Participants will engage in a dialogue around solutions for addressing the achievement gap.

 

Lead Speaker: Cheryl Adeyemi

363  4:00 PM to
5:00 PM
103AGeneralMathematics Leaders Translate Vision to Practice: Developing and Supporting Coaches, Specialists, and Teacher Leaders

Lesson Study
There is growing recognition of the power of lesson study for improving teaching and learning. Lesson study becomes even more useful and important as we work to implement the Common Core State Standards. This Special Interest Group brings together current and future practitioners of lesson study to share strategies and resources.

 

Lead Speaker: Thomas McDougal

364  4:00 PM to
5:00 PM
105GeneralLeadership to Enhance Mathematics Teaching and Learning for All: Helping administrators and other leaders support high quality mathematics instruction

Ignite! Speakers Enlighten the Room with Fresh Ideas in Mathematics
Ignite lights up audiences around the world. Ten speakers share their expertise in five-minute presentations using 20 slides that auto-forward every 15 seconds-ready or not.

 

Lead Speaker: Karen Coe

365  4:00 PM to
5:00 PM
108BIntermediate
(3 - 5)
ALL Means ALL: Promoting Equity in Mathematics Education

Visualize Math: Instructional Math Software Proven Successful at Scale
Experience ST Math's visual approach to learning math through our neuroscience-based, common-core aligned, interactive K-5 software. Learn about the effectiveness of our integrated instructional system in large scale implementation in urban districts across the U.S. Analyze how this blended learning, mastery-based, web-delivered software can help your district close the achievement gap.

 

Lead Speaker: Erich Zeller