2012 NCSM Annual Conference

Tuesday Sessions

Session information last updated: 4-12-2012

 
Tuesday Sessions, 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