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| Strand 4 Sessions -- Monday, March 19, 2007 |
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Strand 4. Leadership with the Spirit of Equity and Access
Speakers will discuss and share programs, strategies, and materials that ensure access to quality mathematics for all students.
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| 8 | 9:30-10:30 | Hickory | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Going to the Source: Cross-Border Initiatives Between Mexico and Texas Created to Bridge Gaps in Mathematics for Second Language Learners |
| Texas and Mexico share the challenge of teaching mathematics to students who are second-language learners. This session will describe current and future cross-border initiatives between Texas and Mexico that enable teachers, mathematics educators, and mathematicians to study issues related to the mathematics as it is taught in both countries. |
Speaker(s): |
Joyce F. Fischer, Texas State University-San Marcos, San Marcos, Texas |
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| 11 | 9:30-10:30 | B405/B406 | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Leading Schools to Excellence in Mathematics Instruction by Ensuring Access and Equity |
| I will share effective teaching strategies to ensure access and equity in mathematics instruction for every child. The mathematics conceptual framework, classroom instructional model, student/teacher relationships, and elements of an effective lesson will be discussed. Strategies will be taught to leaders for working with ineffective teachers. |
Speaker(s): |
Carolyn Reedom, Retired Assistant Superintendent, Las Vegas, Nevada |
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| 17 | 9:30-10:30 | Cottonwood | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Creating Access to Mathematical Power for All Students and Teachers |
| Lack of numerical power is a frequent obstacle in students having access to higher mathematics. In this session, we will discuss specific strategies and tools leaders can provide their teachers in the struggle to assist all students in numeracy leading to mathematical reasoning. We will present the tools and results from initial implementation. |
Speaker(s): |
Pamela W. Harris, Independent Consultant, Kyle, Texas
Timothy Pope, Key Curriculum Press, Emeryville, California |
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| 19 | 9:30-11:30 | B409 | All Grades | Double | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Ethnomathematics for Leadership in Our Schools, Part I: Providing Leadership to Diversify Mathematics in Our Classrooms |
| The panel moderator will introduce supervisors in Ethnomathematics education. Each supervisor will model leadership in programs and initiatives, diversifying mathematics in classrooms. Their initiatives impact linguistic diversity, cultural standards, mathematics content, problem solving, and technology. Discussion follows on school change ensuring student access and equity in mathematics. |
Speaker(s): |
Jim Barta, Utah State University, Logan, Utah
Milton Rosa, Encina High School, Sacramento, California
Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska
Julie Heron, Utah State University, Logan, Utah
Luis Ortiz-Franco, Chapman University, Orange, California
Ron Eglash, Rensselaer Polytechnic Institute, Troy, New York |
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| 22 | 9:30-11:30 | B306 | PK-5 | Double | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Inclusion in the Math Class: Shared Professional Development Between Region 9 in New York City and Bank Street College of Education |
| You will view video of teams of teachers and coaches using knowledge about diversifying instruction obtained from Math for All professional development materials, as they do Japanese lesson study. The video will provide impetus for discussing ways to enable teachers to plan and implement instruction that meets the needs of a wide range of learners. |
Speaker(s): |
Charlene Marchese, New York City Department of Education, Region 9, New York City, New York
Barbara Dubitsky, Bank Street College, New York City, New York
Kerry Cunningham, New York City Department of Education, Region 9, New York City, New York
Linda Metnetsky, Bank Street College, New York City, New York
Babette Moeller, Educational Development Center, New York City, New York
Hal Melnick, Bank Street College, New York City, New York
Marvn Cohen, Bank Street College, New York City, New York |
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| 31 | 11:00-12:00 | Chestnut | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Equity and Access to Mathematics for All Students: The Role of Differentiation in Creating Successful Mathematics Students |
| Differentiation plays a large and important role in mathematics to help achieve equity and access for all. What does the research recommend and how do you achieve teacher buy-in? What are appropriate staff development models and activities that make differentiation work and children successful in mathematics? |
Speaker(s): |
Karen Cannon, Maryville University, St. Louis, Missouri |
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| 33 | 11:00-12:00 | B402 | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Raising Expectations for All Students: A Program of Professional Development Focused on Critical Thinking |
| A program designed to enhance K-8 regular and special education teachers' content knowledge and teaching skills focused on infusing critical thinking into the learning of number, algebra, geometry, and data concepts. We will model and discuss strategies and activities that helped urban mathematics teachers improve students' thinking skills. |
Speaker(s): |
Brian J. Lindaman, University of Kansas, Lawrence, Kansas
Susan Gay, University of Kansas, Lawrence, Kansas
Ethel Edwards, Topeka Public Schools USD 501, Topeka, Kansas |
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| 39 | 11:00-12:00 | Redwood | College | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Mathematics Methods Courses: The First Step Toward Equity and Access for All Students |
| I will share components of math methods courses that convert math phobic teacher candidates, products of traditional programs, into standards-based program enthusiasts. Participants will discuss the components, view student work, share experiences, and leave with ideas for new or enhanced elementary or secondary mathematics methods courses. |
Speaker(s): |
Jane Keleher, York College, City University of New York, Jamaica, New York |
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| 41 | 12:00-2:00 | B409 | All Grades | Double | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Ethnomathematics for Leadership in Our Schools, Part II: Strengthening Supervisors' Leadership for Culturally Responsive Mathematics |
| The panel moderator will introduce supervisors of Ethnomathematics education programs. Each supervisor developed and implemented an exemplary program impacting teachers and schools of diverse populations to gain equity and access in mathematics. Discussion will follow on strategies for developing and implementing equity programs in mathematics. |
Speaker(s): |
Claudette Engblom-Bradley, University of Alaska Anchorage, Anchorage, Alaska
Richard Sgarlotti, Nah Tah Wahsh Public School Academy, Wilson, Michigan
Daniel Orey, California State University, Sacramento, California
Frederick Silverman, University of Northern Colorado, Greeley, Colorado
Jim Barta, Utah State University, Logan, Utah
Jenni Harding-Dekam, University of Northern Colorado, Greeley, Colorado |
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| 50 | 12:30-1:30 | TMB 1 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Equity and Access in Mathematics |
| The speaker will discuss the importance of equity and access, what it really means and looks like when it is practiced in schools. The importance of algebra in the school mathematics curriculum will be discussed. Equity issues such as school policies and practices, teacher assignment, curriculum, and available resources and support will be described. |
Speaker(s): |
Karen S. Norwood, Benjamin Banneker Association Inc President, North Carolina State University, Raleigh, North Carolina |
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| 56 | 12:30-1:30 | Hazelnut | 3-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Supporting Special Education Teachers: Exploring Alternate Algorithm Strategies to Expand Student Experiences with Mathematics |
| Join us as we share insights gained from Mathematics Teacher Leaders with Special Education Teachers as they study alternate algorithms that could be used to support students with special learning needs. Participants will engage in activities, share in small group discussions, and hear from teachers who used the strategies in their classrooms. |
Speaker(s): |
Beth Schefelker, Milwaukee Public Schools, Milwaukee, Wisconsin
Melissa Hedges, Milwaukee Public Schools, Milwaukee, Wisconsin
Paul Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin
Julie Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin |
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| 57 | 12:30-1:30 | B405/B406 | 3-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Take Ten: Strategies and activities to develop mathematics vocabulary and concepts |
| Leaders learn how to empower their mathematics teachers to effectively use ten minutes or less to integrate vocabulary and conceptual development into daily mathematics instruction through the use of warm-ups and mini lessons. Elementary through high school needs will be addressed in this session with emphasis on how the vocabulary and conceptual understandings impact successful reading in mathematics. |
Speaker(s): |
Beatrice Moore-Luchin, NUMBERS Mathematics Professional Development, Houston, Texas
Lois Moseley, NUMBERS Mathematics Professional Development, Houston, Texas |
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| 69 | 2:00-3:00 | B404 | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Single Gender Classrooms--Learn How One Urban District is Trying to Raise Student Achievement |
| An urban school district initiated single gender classrooms in order to increase student achievement. Using Dr. Sax's research base, classrooms were structured to support learning in the most favorable manner for each gender. We will share the challenges, benefits, and rewards found in single gender classrooms. |
Speaker(s): |
Karen Jeffries, Dayton Public Schools, Dayton, Ohio
Janet Herrelko, University of Dayton, Dayton, Ohio |
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| 70 | 2:00-3:00 | Cottonwood | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Geometry and Measurement K-8: A Look Across State Standards |
| This session will provide a brief overview of what students are expected to know and be able to do with respect to Geometry and Measurement K-8 as delineated by State Curriculum Standards. We will share the findings of an analysis of state grade-level expectations and summarize the similarities and differences across states. |
Speaker(s): |
Jill Newton, Michigan State University, East Lansing, Michigan
Greg Larnell, Michigan State Universtiy, East Lansing, Michigan
Sarah Kasten, Michigan State University, East Lansing, Michigan
Sasha Wang, Michigan State University, East Lansing, Michigan |
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| 79 | 2:30-4:30 | B305 | All Grades | Double | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Professional Development to Strengthen Collaboration Between Math Teachers and Special Educators: A Key to Improving Math Learning by Students with Special Needs |
| What are ways to help mathematics teachers and special education educators collaborate to effectively teach students with special needs? What works well in different school contexts and what challenges can get in the way? Participants will experience professional development activities they can use with teachers in their own districts. |
Speaker(s): |
Fred E. Gross, Education Development Center, Newton, Massachusetts
Amy Brodesky, Education Development Center, Newton, Massachusetts |
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| 80 | 2:30-4:30 | B407 | All Grades | Double | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| The Importance of Language and Culture in Mathematics Education |
| Explore the importance of Language and Culture in Education. Interact with your fellow mathematics educators in two activities which examine this topic. |
Speaker(s): |
Bob McDonald, Cartwright School District/TODOS, Phoenix, Arizona
Nancy Z. Terman, UC Santa Barbara/ National Coalition for Equity in Education, Santa Barbara, California |
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| 87 | 3:30-4:30 | Dogwood B | PK-2 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Success Outcomes For All: The Essential Kindergarten Mathematics Curriculum |
| This talk will present basic theories of development and the most recent research around the development of number sense from infancy to elementary school age. Research on the gaps in understanding of number sense between socioeconomic groups will be discussed, as will strategies and curricula that fill this gap. |
Speaker(s): |
Deborah Rosenfeld, Education Development Center, Newton, Massachusetts |
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| 90 | 3:30-4:30 | B405/B406 | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| An Urban District Earns Distinction for Closing the Achievement Gap |
| The Broad Foundation named Jersey City Public Schools as one of the five outstanding urban districts in the U.S. for closing the achievement gap in mathematics and reading. Learn how a constructivist-based program that includes a coaching model and intensive professional development changed the culture of teaching mathematics in grades K-8. |
Speaker(s): |
Paul Lawrence, LLTeach Inc., Bridgewater, New Jersey |
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| Strand 4 Sessions -- Tuesday, March 20, 2007 |
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Strand 4. Leadership with the Spirit of Equity and Access
Speakers will discuss and share programs, strategies, and materials that ensure access to quality mathematics for all students.
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| 111 | 9:30-10:30 | GBR - E | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Helping All Children Learn Mathematics |
| Teachers are facing the problem of how to teach mathematics to the increasing numbers of English Language Learners (ELLs). This session will provide supervisors with several strategies and techniques they can share with their teachers that will allow ELL students to become proficient in the learning of mathematics, both conceptual and procedural. |
Speaker(s): |
Donna Long, Macmillan/McGraw-Hill, Columbus, Ohio |
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| 112 | 9:30-10:30 | B402 | All | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Our NCSM Equity Initiative: Deciding Our Course for the Future |
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Speaker(s): |
Tod Shockey, University of Maine, Orono, Maine
Susie Hakansson
Marilyn Hetzel
Larry Orihuela
Shirley Malcolm
Jim Barta, Utah State University, Logan, Utah
Cheryl Avalos, NCSM Western Region 2 Director, Hacienda Heights, California |
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| 118 | 9:30-10:30 | TMB 1 | 6-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Three Models for Implementing Quality Mathematics Programs for Low-Achieving Middle-School Students |
| Dubuque Community Schools implemented Cognitive Tutor Bridges to Algebra and Connected Math for low-achieving eighth-grade students. Come to learn about student achievement results, visit classrooms of teachers, look at student work, and hear conversations with teachers and principals to evaluate what worked and did not work for students. |
Speaker(s): |
Sue Runyon, Keystone Area Education Agency, Elkader, Iowa
Chris Nugent, Dubuque Community School District, Dubuque, Iowa |
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| 119 | 9:30-10:30 | 404 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Getting Serious About Making Higher Math Accessible to All Learners |
| The session will show best practices based on the "What Works Clearing House" findings, brain-based learning research, and what curriculum researchers recommend. A video showing high school teachers involved in lesson study will illustrate how to increase math achievement in a short time. |
Speaker(s): |
Felicia Clark, Los Angeles Unified School District 8, Gardena, CA |
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| 125 | 9:30-11:00 | B407 | PK-5 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Anticipating, Monitoring, Selecting, Sequencing, and Connecting Student Work: Five Actions 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 lessons. The TTLP is aimed at allowing students access to deeper math understanding by engaging the teacher in anticipating, monitoring, selecting, sequencing, and connecting student work. |
Speaker(s): |
Michael Fierle, Math Science Collaborative, Homestead, Pennsylvania
Corinne Murawski, Math & Science Collaborative, Homestead, Pennsylvania |
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| 132 | 9:30-11:00 | Hazelnut | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Improving Adolescent Mathematics at the District, School, and Classroom Levels: A Synthesis of Research |
| Research points to practices in instruction, assessment, and professional development as well as to decisions concerning support for struggling students. We can improve student learning at the district, building, and classroom levels. Come find out what you can do! |
Speaker(s): |
Julie Peck, Northwest Regional Educational Laboratory, Portland, Oregon |
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| 134 | 9:30-11:00 | B408 | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| ELL Math Students Can Acquire Academic Language: Building Classrooms That Foster Content Vocabulary |
| This session will look at successful practices in mathematics classrooms that help move English Language Learners (ELLs) from "Basic Interpersonal Communication Skills" to "Cognitive Academic Language Proficient." We will focus on "best practices" for ELLs, what this looks like in a classroom, and how to communicate those strategies to the teachers you lead. |
Speaker(s): |
Renee Thomason, America's Choice, Inc., Washington, D.C. |
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| 141 | 10:45-11:45 | B404 | PK-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Meeting the Needs of Gifted Mathematicians in the Era of No Child Left Behind |
| The Dubuque Community School District has had a program to address the needs of gifted mathematicians since the mid '90s. During this session, we will explore how this program has evolved into its current form using data in order to provide equitable access to challenging curriculum for students. |
Speaker(s): |
Cheryl A. Werner, Dubuque Community School District, Dubuque, Iowa
Christina Nugent, Dubuque Community School District, Dubuque, Iowa |
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| 142 | 10:45-11:45 | B405/B406 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Strategies and Resources for Improving the Mathematics Performance of English Language Learners (ELLs) |
| This presentation will include results of a three-year grant to improve the learning of mathematics by English Language Learners (MELL). Program highlights include effective teaching strategies, mathematics vocabulary development, sheltered instruction techniques, teacher feedback, and free ELL resources. |
Speaker(s): |
Bill Jasper, Sam Houston State University, Huntsville, Texas
Sylvia Taube, Sam Houston State University, Huntsville, Texas |
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| 146 | 2:15-3:45 | Dogwood B | All Grades | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| A Formula for Success: Assessment Technology + Data-Driven, Hands-on Instruction = Higher Achievement for All |
| District math leaders will share a proven system that combines best practices for technology assessment aligned to state standards with hands-on instruction. Teachers use summative and formative data to drive instruction. Results validating positive achievement gains for under-prepared students will be shared. |
Speaker(s): |
Caryl Pierson, Math Teachers Press, Inc., Minneapolis, Minnesota
Drew Jepsky, Charles County Public Schools, La Plata, Maryland
Janie Cates, Douglas County Schools, Douglasville, Georgia
Lynn Chappell, Newport News Public Schools, Newport News, Virginia |
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| 149 | 2:15-3:45 | Dogwood A | PK-5 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Integrating NRC Principles and NCTM Process Standards in a Class Learning Path Model to Individualize Within Whole-Class Activities |
| Principles from "How Students Learn" and "Adding It Up" are integrated with the Process Standards to form a Class Learning Path Model that describes how all students progress in their own learning path to general and accessible methods via eight Cognitively Guided Inquiry Teaching means of assistance that function within a Referential Math Talk Community. |
Speaker(s): |
Karen Fuson, Self-Employed, Fallbrook, California |
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| 153 | 2:15-3:45 | B306 | 6-8 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Professional Development to Help Teachers Improve Math Learning by Middle School Students with Special Needs |
| Participants will experience professional development activities that they can use with teachers in their districts to address the key question: What are ways to make lessons more accessible to students with special needs while maintaining the integrity of the math content? They will discuss student work and video clips, and plan strategies. |
Speaker(s): |
Amy Brodesky, Education Development Center, Newton, Massachusetts |
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| 158 | 2:15-3:45 | Hazelnut | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Closing the Achievement Gap |
| In December 2004, four high schools were selected by the U.S. Department of Education for closing the achievement gap for minority students in Mathematics/English. Participants will learn how the schools were selected and the strategies one of the four schools used to close the achievement gap in mathematics. |
Speaker(s): |
Barbara Reed, El Camino High School, Oceanside, California |
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| 161 | 2:30-3:30 | B402 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Strategies for Helping Teachers to Enhance Mathematics Language and Vocabulary Development |
| All students, especially English Language Learners, need to learn vocabulary related to the content they are learning. This session will share models and strategies that can be used in teacher education and professional development to help teachers learn how to build students' mathematics vocabulary. |
Speaker(s): |
Jennifer M. Bay-Williams, University of Louisville, Association of Mathematics Teacher Educators (AMTE)President, Louisville, Kansas
Susan Gay, University of Kansas, Lawrence, Kansas |
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| 170 | 4:00-5:00 | B408 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Road Map to Instructional Leadership: Reaching Equity in Mathematics by Increasing Student Achievement |
| School leaders must take an active, hands-on approach to improving mathematics achievement. There are four critical, developmental responsibilities that need to be performed. This session moves from educational and leadership research and theory to practice and application at the school level. |
Speaker(s): |
Ted H. Hull, NCSM Southern Region 2 Director, Agile Mind, Grapevine, Texas
Mary Jane Smith, Agile Mind, Grapevine, Texas |
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| 174 | 4:00-5:00 | Redwood | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Reach for the Numbers: A Math Initiative for English Language Learners |
| In order to deepen the content and pedagogical knowledge of teachers working with English Language Learner (ELL) students, this project provides research-based instructional strategies and innovative class activities to bridge gaps in students' mathematical knowledge and connect their learning to other areas. Follow-up sessions, support, and coaching are provided for project participants. |
Speaker(s): |
Don Balka, NCSM Central Region 1 Director, Saint Mary's College, Notre Dame, Indiana |
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| 176 | 4:00-5:00 | Dogwood A | PK-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Teaching Algebraic Thinking to All Children Through Collaboration |
| Algebra, a requirement in all US schools, creates challenges for teachers under No Child Left Behind. To meet the demands of quality math instruction for all learners, faculty from math education and special education explored approaches for teaching algebra. From this collaborative process, curricular and instructional approaches emerged. |
Speaker(s): |
Edna Bazik, National-Louis University, Lisle, Illinois
Paula Neville, National-Louis University, Wheeling, Illinois
Eunice Goldberg, National-Louis University, Chicago, Illinois |
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| 181 | 4:00-5:00 | B402 | 6-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Algebra8--Linking the Enhancement of Student Mathematical Understanding, Curriculum Reform, and Professional Development to Accelerate All |
| Who should get Algebra 1 and when should they get it? This session will explore the development of the Algebra8 course that was created for ALL eighth grade students, including students with an IEP (Individualized Educational Program), in Philadelphia, the 6th largest urban school district in the US. Follow the program from idea to full implementation as we share content, pedagogy, professional development, and results. |
Speaker(s): |
M. Hope Yursa, School District of Philadelphia, Philadelphia, Pennsylvania
Jeanette Fernandez, School District of Philadelphia, Philadelphia, Pennsylvania
Jacqueline Bush-Campbell, School District of Philadelphia, Philadelphia, Pennsylvania |
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| 183 | 4:00-5:00 | Hazelnut | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Tired of Losing Students? Great Strategies for Teaching Math That Help All Students Be Successful! |
| Math is often where students are labeled (by themselves or others) as "smart" or "not smart." However, effective lesson design can help all students to feel smart and have a deeper understanding of the core math ideas. Come to learn strategies that make math accessible to all students while making it more meaningful for accelerated students. |
Speaker(s): |
Leslie Dietiker, College Preparatory Mathematics Program, Sacramento, California |
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| 184 | 4:00-5:00 | B405/B406 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Algebra Intervention That Ensures Access for All Students--In-School and Extended Day |
| Experience conceptually based, standards-aligned algebraic intervention. Supports students through common barriers to algebraic success. Adaptable to schedules and programs; extended day (NCLB). Modules: Signed Number Operations, Variables & Expressions, Patterns, Proportional Reasoning, Coordinate Plane, Inequalities. Successful in diverse populations. |
Speaker(s): |
Mardi A. Gale, WestED, Redwood City, California |
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| 186 | 4:00-5:00 | B401 | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| High School Redesign: Building a Culture of Revision and Redemption in Algebra I |
| This session will explore a model of high school algebra I students and teachers working together to build a culture of revision and redemption. Having students do rigorous mathematics and improve their work through feedback empowers teachers to expand instructional practices, resulting in increased student engagement and closing the achievement gap. |
Speaker(s): |
Norma Jost, Austin Independent School District, Austin, Texas
Dale Fowler, Austin Independent School District, Austin, Texas
Sarah Harris, Austin Independent School District, Austin, Texas
Gregg Green, Austin Independent School District, Austin, Texas
Hector Penaflor, Austin Independent School District, Austin, Texas
Christina Stewart, Austin Independent School District, Austin, Texas |
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| 189 | 4:00-5:00 | Chestnut | 9-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Success in Algebra: A Co-teaching Intervention Model for Inclusive Classrooms |
| This session will provide an example of a strategy for co-teaching that has been successful at preparing at-risk high-school students for Maryland's high-stakes Algebra/Data Analysis test and for upper-level math courses. The presentation will review the data from co-taught classrooms as well as outline the parameters of the intervention model. |
Speaker(s): |
Scott Ruehl, Howard County Public Schools, Ellicott City, Maryland
Patricia Daley, Howard County Public School System, Ellicott City, Maryland |
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| Strand 4 Sessions -- Wednesday, March 21, 2007 |
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Strand 4. Leadership with the Spirit of Equity and Access
Speakers will discuss and share programs, strategies, and materials that ensure access to quality mathematics for all students.
|
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| 199 | 8:00-9:00 | Hickory | 6-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Eliminate the Achievement Gap: A Model for Middle School Mathematics Improvement |
| This session will highlight a model for middle school mathematics improvement that was developed through a collaboration between Texas Instruments and the Richardson Independent School District. Participants in the session will actively participate in a discussion related to improving schools from within using best practice strategies. |
Speaker(s): |
Paula Moeller, Texas Instruments, Inc, Dallas, Texas
Lisa Brady-Gill, Texas Instruments, Inc, Dallas, Texas |
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| 202 | 8:15-9:45 | Oak | Grades All | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Mathematics and the English Language Learner: A Leader's Role |
| This workshop will explore how mathematics leaders initiate and support a lesson study model that focuses on the English Language Learner. Lessons learned from New York City Department of Education, Region 9, will be shared through video clips, hands-on mathematics activities and small/large group discussion. |
Speaker(s): |
Nicholas A. Branca, San Diego State University, San Diego, California
Carl W. Juenke, New York City Department of Education, New York City, New York |
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| 216 | 9:30-10:30 | B404 | All Grades | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Visionary Inspired Leadership Leading to Achievement Gap Elimination (VILLAGE) |
| As a participant in this session you will learn about strategies and materials you can use as you provide leadership for all stakeholders to raise mathematics achievement and close achievement gaps. Stakeholders include students, parents, teachers, administrators, school boards, elected officials, community leaders, and business leaders. |
Speaker(s): |
Lesa Covington Clarkson, University of Minnesota, Minneapolis, Minnesota
Ross Taylor, Project to Uplift Math Proficiency, Minneapolis, Minnesota |
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| 225 | 9:30-10:30 | Chestnut | PK-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| What to Teach and How Diverse Students Can Learn It: A Professional Development Model That Integrates Content, Pedagogy, and Equity |
| How can we assist inner-city teachers help diverse students succeed in mathematics? In this session participants will experience activities from an EQUALS professional development project that integrates content, pedagogy, and equity. The project's conceptual framework will be shared along with formative evaluation results. |
Speaker(s): |
Karen Mayfield-Ingram, University of California Berkeley, Berkeley, California |
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| 238 | 10:15-11:45 | Dogwood A | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| From Learners to Leaders: Teachers Take the Lead on Behalf of At-Risk Students |
| Middle- and high-school teachers continue to study the learning trajectories of struggling math students. Using video vignettes from their classroom, Delaware teachers seek to identify teaching interventions that work. Attention to discourse patterns and student metacognition will be featured. Impact on at-risk students will be described. |
Speaker(s): |
Jon Manon, University of Delaware, Newark, Delaware
Valerie Maxwell, Appoquinimink School District, Middletown, Delaware
Janice McCarthy, Red Clay Consolidated School District, Wilmington, Delaware |
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| 239 | 10:15-11:45 | B303 | 6-12 | Extended | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Practices Worthy of Attention: Practices and Concepts That Show Promise in Improving Student Achievement in Secondary Mathematics |
| This session explores practices worthy of attention that show or have shown promise in improving students' mathematics performance in various districts across the country. The two main categories of practices to be discussed are mathematics leadership (e.g. coaching, common vision) and algebra readiness (e.g. support for struggling students). |
Speaker(s): |
Pamela Paek, Dana Center, University of Texas at Austin, Austin, Texas
Susan Hudson Hull, Dana Center, University of Texas at Austin, Austin, Texas |
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| 245 | 11:00-12:00 | Hazelnut | PK-5 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Math Power for ALL children After School |
| In response to the growing need for academic enrichment after school, NSF has funded a program designed specifically for out-of-school time that is aligned to the NCTM standards and complements the school day. In this workshop you will experience and discuss this program that includes games, activities, and professional development for after school. |
Speaker(s): |
Linda Rourke, Developmental Studies Center, Cary, Illinois |
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| 246 | 11:00-12:00 | B305 | PK-8 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Teacher Education, Kñ8: A Math Leadership Foundation Using Ethnomath for Access and Equity for All |
| This session offers a professional leadership path by using examples, narrative, questions, and images by which prospective and inservice K-8 teachers cultivate expertise and dispositions, use materials, and enrich their knowledge of resources to be leaders for attaining access and equitable mathematics teaching and learning for all. |
Speaker(s): |
Fredrick (Rick) L. Silverman, University of Northern Colorado, Greeley, Colorado
Jenni Harding-DeKam, University of Northern Colorado, Greeley, Colorado |
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| 248 | 11:00-12:00 | Int'l BR-F | 6-12 | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| An Instrument for Analyzing and Improving Discourse in Secondary Math Classes: Teachers' Reactions to Using It in an Action Research Study |
| The instrument to be presented, a key element in a current NSF funded study, provides strategies to build discourse with students who generally find mathematics inaccessible, by teachers' small modifications of their current questioning practices. It offers specific observation and professional development strategies for supervisors. |
Speaker(s): |
Rita Kabasakalian, Fordham University, New York City, New York |
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| 249 | 11:00-12:00 | B407 | 9-College | Regular | Strand 4. Equity and Access Strategies for Mathematics Education Leaders
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| Looking Back, Looking Ahead: What Has Been Learned from 15 Years of Core-Plus Mathematics Development and Research? |
| In this session, we will describe lessons learned in efforts over the last 15 years to develop and help high schools implement a four-year integrated curriculum designed to provide all students access to high quality, broadly useful mathematics. Implications for work on the second edition and new public domain software will be illustrated. |
Speaker(s): |
Christian Hirsch, Western Michigan University, Kalamazoo, Michigan
Jim Fey, University of Maryland, College Park, Maryland |
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