2012 NCSM Annual Conference

Monday Sessions

Session information last updated: 4-12-2012

 
Monday Sessions, 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