NCSM - 2008 NCSM Annual Conference

2008 NCSM Annual Conference - All Sessions

Information accurate as of 04/13/2008 -- subject to change

Conference Essentials
Keynote and Major Speakers Conference Overview Registration Hotel Information General Information Questions or Concerns 2007-2008 Sponsors Strand Descriptions

Call For Volunteers
Signup on-line!

Session Details
All Sessions Major Special Interest Monday Tuesday Wednesday Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Strand 6 Sponsor Showcase Technology Showcase

All Sessions -- Monday, April 7, 2008


1	7:30-7:45	LA Grand Ballroom ABC	All Grades	Opening
	Welcome to the 40th Anniversary of the NCSM Annual Conference
	Terri Belcher will welcome conference attendees to Salt Lake City. Forrest Cuch will provide a local welcome to the many out-of-sate/country visitors. Timothy D. Kanold will make a few initial remarks to kick off our multi-day conference.
	Speaker(s):	Terri K. Belcher, NCSM Executive Director, Emeryville, California Forrest Cuch Executive Director, Utah Division of Indian Affairs, Salt Lake City, Utah , Executive Director, Utah Division of Indian Affairs, Salt Lake City, Utah Timothy D. Kanold, NCSM President, Chicago, Illinois

2	7:45-9:00	LA Grand Ballroom ABC	All Grades	Keynote
	A Passion for the Mathematics in Everyone's Life
	Using metaphors, stories and practices from his community, Eric Jolly will discuss the power of making mathematics meaningful for all children. This address will highlight the ways teachers and supervisor can foster broader community commitment to science and math success for all.
	Presider:	Timothy D. Kanold, NCSM President, Chicago, Illinois
	Speaker(s):	Eric Jolly, President, Science Museum of Minnesota, St. Paul, Minnesota

3	9:00-10:00	LA Grand Ballroom ABC	All Grades	PRIME Launch
	Our Commitment to Leading, Teaching, and Learning: The PRIME Leadership Framework!
	The PRIME Leadership Framework provides a vision of what "ought to be". It calls upon leaders not to settle for "what is" in mathematics education, but rather to lead the pursuit of a better future for every child. The Framework describes specific leadership actions that promote access and success for every student and, consequently, provides a focus for our individual and collective work. Don't miss the launch of this compelling, action-oriented framework!
	Speaker(s):	Timothy D. Kanold, NCSM President, Chicago, Illinois

4	10:15-11:15	LA Grand Ballroom ABC	All Grades	Major
	Weaving ALL Children (and Teachers) into Mathematics
	How might leaders help to define mathematics for all children and all teachers? How might all children (and all teachers) be invited to think about mathematics as a way of describing their world? In my talk I will highlight, from a Native American perspective, the relationship between mathematics, power, and peace and then describe the role that story (narrative) can play in helping all children and teachers see themselves in mathematics.
	Presider:	Tod Shockey, University of Maine, Orono, Maine
	Speaker(s):	Florence Glanfield, University of Alberta, Edmonton, Alberta, Canada

6A	10:15-11:15	Milano (GA)	Grades 6-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	How Research Informs the Interpretation of Middle Grades Students' Geometric Thinking
	During this session, participants will learn about existing research on middle grades students' geometric thinking and consider a variety of ways in which this research can impact teachers' understanding of students' work in geometry. Three topics central to middle grades geometry will be addressed: properties, transformation and measurement.
	Speaker(s):	Rachel Wing DiMatteo, Education Development Center, Inc., Newton, Massachusetts

7	10:15-11:15	GA Grand Ballroom B	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	How to Keep the Vision, Keep Momentum, Keep from Jumping on Bandwagons, Keep Your Eye on the Ball and Keep On Keeping On In Spite of It All
	When administrators, policy makers and the community latch on to the reform fix du jour, long-term sustained efforts to improve mathematics for all students may be in jeopardy. Think together about how to make sense of new catch phrases that too soon become new mandates that may threaten some or all of our students.
	Speaker(s):	Cathy Seeley, University of Texas at Austin, Austin, Texas

8	10:15-11:15	GA Grand Ballroom D	All Grades	Regular	Supporting Assessments in Mathematics Education
	Evaluating Large-Scale Assessments: How Do I Know?
	Valid, useful large-scale assessment requires alignment among clear learning expectations, instructional practices, and assessments that are high quality, meaningful, and fair. Is your assessment system coherent, with teacher involvement, appropriate uses, and full disclosure? You can use a newly developed NCTM tool to find out. Handout provided.
	Speaker(s):	Linda D. Wilson, Self-employed, Washington, DC Kay Gilliland, NCSM Newsletter Editor, Mills College, Oakland, California Steven Leinwand, American Institutes of Research, Washington D.C. Michael J. Brown, Assessment Consultant, San Antonio, Texas Cathy Brown, Oregon Department of Education (retired), Redmond, Oregon

9	10:15-11:15	Envoy (GA)	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Trust: A Necessary Ingredient for Building Community Focused on Student Learning
	A teacher leader from an NSF Center for Teaching and Learning will describe an approach used for developing a community of mathematics teachers in small, rural minority schools. By addressing identified teacher needs, the approach helped build trust that influenced classroom practice focused on increased mathematics understanding for all students.
	Speaker(s):	Karma Nelson, Center For Learning & Teaching in the West/Montana, Bozeman, Montana

10	10:15-11:15	GA Imperial Ballroom D	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Mathematics Coaches: Sharing the Journey
	School-based mathematics coaches' districts often give them a new charge and a new title, but never a roadmap; one doesn't exist, but we can learn from other's experiences. In this session we will examine both the opportunities and the challenges of this role through the journeys of mathematics coaches we've worked with in districts across the country.
	Speaker(s):	Marji Freeman, Marilyn Burns Education Associates, Sausalito, California Nickie Rizzo, Marilyn Burns Education Associates, Sausalito, California

11	10:15-11:15	GA Imperial Ballroom C	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Developing Teacher Leaders as a Catalyst for Improving Mathematics Instruction
	Deer Valley Unified School District, in partnership with Marilyn Burns Education Associates, is working to develop and sustain a cadre of mathematics teacher leaders to improve mathematics instruction across the district. Join us to hear about the elements and outcomes of this exciting project!
	Speaker(s):	Lisa Koenig, Deer Valley Unified School District, Phoenix, Arizona Patty Clark, Math Solutions Professional Development, Manassas, Virginia

12	10:15-11:15	GA Grand Ballroom C	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Focusing on Misconceptions to Lead Striving Students to Success!
	Participants will have the opportunity to explore and experience the power of a 'misconceptions approach' to teaching mathematics. We will examine the research around diagnostic teaching and the implications for both initial instruction in the classroom as well as the structuring of safety nets for struggling students.
	Speaker(s):	Cynthia Fielder, America's Choice, Washington, D.C.

13	10:15-11:15	Tucson (LA)	Grades 6-8	Regular	Technological Innovations in Mathematics Education
	Can a Technology-Enhanced Curriculum Improve Student Learning of Important Mathematics?
	We present research demonstrating that technology can democratize access to important mathematics. A wide variety of middle school teachers used SimCalc software and a replacement unit. The data show that teachers' students learned significantly more than those in a control group, and that this learning went above and beyond state standards.
	Speaker(s):	Phil Vahey, SRI International, Menlo Park, California Jennifer Knudsen, SRI International, Menlo Park, California

14	10:15-11:15	Wyoming (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Re-Qualifying Special Education Teachers for High School Mathematics Teaching
	A discussion and report concerning the planning and delivery of professional development opportunities for special educators who had been identified as "not highly qualified" based on No Child Left Behind guidelines to refine their skills in algebra, geometry, probability, and statistics and become eligible to continue their teaching of secondary mathematics.
	Speaker(s):	Pat Lamphere-Jordan, Oklahoma State University, Stillwater, Oklahoma

15	10:15-11:15	GA Grand Salon	Grades 6-12	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Academic Youth Development (AYD): An Initiative to Reconnect Algebra Teachers and Their Students
	This session describes a program to improve student performance in 9th grade Algebra particularly for students who are struggling. Participants will explore a research-based program that engages students in a 3-week summer bridge program with academic year activities designed to improve students' motivation, learning, and classroom culture.
	Speaker(s):	Susan Hudson Hull, Dana Center, University of Texas at Austin, Austin, Texas Lisa Brown, Dana Center, University of Texas at Austin, Austin, Texas Danielle Seabold, Kalamazoo Regional Education Agency, Kalamazoo, Michigan

16	10:15-11:15	Idaho (LA)	Grades 9-College	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Providing Access and Challenge for All High School Students: Meeting the Achieve Standards with Core-Plus Mathematics 2
	Much attention is currently focused on providing access and rigor in high school mathematics to better prepare all students for college and work. To meet this need, 29 states have joined the American Diploma Project network, based on Achieve standards. Innovative curricula are needed to meet the Achieve standards, as seen in Core-Plus Mathematics 2.
	Speaker(s):	Eric Hart, Maharishi University of Management, Fairfield, Iowa Chip Sharp, Columbia Public Schools, Columbia, Missouri Hal Schoen, University of Iowa, Iowa City, Iowa Steve Ziebarth, Western Michigan University, Kalamazoo, Michigan

17	10:15-11:15	Venezia Garden Salon (GA)	Grades PK-8	Showcase
	A Framework for Intervention
	The popular ETA Cuisenaire series Hands-On Standards is a wonderful set of tools for facilitators as they help teachers capitalize on the Concrete-Representational-Abstract research that has gained momentum as the Special Education, English Language Learner, At-Risk and Brain Research communities have called for attention to the importance of developing a concrete understanding of new and/or misunderstood concepts for EVERY learner. Participants will explore intervention through the new Grades 5-6 and Grades 7-8 editions of Hands-On Standards.
	Sponsored by:	ETA/Cuisenaire
	Speaker(s):	Nancy Berkas, EdSights, LLC, Fort Atkinson, Wisconsin Cyntha Pattison, EdSights, LLC, Fort Atkinson, Wisconsin

18	10:15-12:15	GA Grand Ballroom A	All Grades	Double	Professional Development Models to Promote Mathematics Education Leaders
	Challenges of Leadership: Former NCSM Presidents Share Insights and Valuable Ideas for New and Experienced Leaders
	Participants interact with former NCSM presidents and peers to address significant topics and to produce a wealth of ideas that benefit leaders at all levels. This session is designed for new leaders and for experienced leaders who want new ideas.
	Speaker(s):	Shirley M. Frye, Past President 1981-83, Cave Creek, Arizona Dorothy S. Strong, Past President 1977-1979, Olympia Fields, Illinois Larry Bradsby, Past President 1989-1991, Lakewood, Colorado Steven Leinwand, Past President 1995-1997, Washington D.C. Jerry Cummins, Past President 1999-2001, Western Springs, Illinois Carole Greenes, Past President 2001-2003, Phoenix, AZ Kay Gilliland, Past President 2003-2005, Oakland, California Linda M. Gojak, Past President 2005-2007, Euclid, Ohio

19	10:15-12:15	Audubon (GA)	Grades PK-5	Double	Equity and Access Strategies for Mathematics Education Leaders
	Math for All: Promoting Long Term Impact of Professional Development on Meeting the Needs of a Wide Range of Learners in K-5 Mathematics
	You will view video of teachers and coaches using knowledge about diversifying instruction obtained from Math for All professional development the year after. The video will provide impetus for discussing how to continue to support teachers in planning and implementing instruction that meets the needs of a wide range of learners.
	Speaker(s):	Mary L. Myer, Bismarck Public Schools, Bismarck, North Dakota Barbara Dubitsky, Bank Street College, New York, New York Babette Moeller, Education Development Center, Newton, Massachusetts Tammy Henke, Bismarck Public Schools, Bismarck, North Dakota Barbara Sandstrom, Bismarck Public Schools, Bismarck, North Dakota Marvin Cohen, Bank Street College, New York, New York Linda Metnetsky, Bank Street College, New York, New York Laura Mastel, Bismarck Public Schools, Bismarck, North Dakota

20	10:15-12:15	Rivera (GA)	Grades PK-5	Double	Leaders Engaging Parents and Communities
	Recruit/Engage Parents/Guardians & Community Members/Organizations with Your School's Mathematics Program: Models and Leadership Roles
	This session will consider proven approaches and discuss questions such as: What models/programs engage parents/community organizations? How do leaders help schools build learning communities that invite all, including underrepresented? What messages clearly convey your vision/goals for students while building advocacy? Leave with strategies to engage your community.
	Speaker(s):	Linda Gregg, Independently Employed, Dillon, Colorado Carolyn Choi, Independent Consultant, Huntington, California

21	10:15-12:15	Flagstaff (LA)	Grades 3-8	Double	Equity and Access Strategies for Mathematics Education Leaders
	Building a Department-Wide Mathematics Solution Through Shared Assessments, Planning, and Student Monitoring
	Common weekly assessments and specific weekly feedback to students are central to developing a collaborative mathematics team of teachers and students, which results in curriculum alignment, sharing of best practices, and more robust student services achieved through the efficiencies of a shared vision.
	Speaker(s):	Keith Smith, Pacent Learning Solutions, Folsom, California Tom Bjorkman, Pacent Learning Solutions, Folsom, California Bob Battinich, Pacent Learning Solutions, Folsom, California

22	10:15-12:15	Savoy (GA)	Grades 6-12	Double	Professional Development Models to Promote Mathematics Education Leaders
	Secondary Lenses on Learning: Informing Site Improvement Teams' Plans for Strengthening Teaching and Learning in Mathematics
	This introduction to the Secondary Lenses on Learning professional development materials will help site leaders make informed decisions about offering the seminar in their settings. It will feature accounts of the team plans developed in the seminar, and of important supports for enacting plans in schools and districts.
	Speaker(s):	Catherine M. Grant, Education Development Center, Inc., Newton, Massachusetts Valerie Mills, Oakland Schools, Waterford, Michigan Mary Bouck, Michigan State University, East Lansing, Michigan Adina Laver, Math Science Partnership of Greater Philadelphia, Plymouth, Pennsylvania Pam Tice, Plymouth Whitemarsh High School, Plymouth, Pennsylvania Rebecca Campos, Moriaty Municipal School, Albuquerque, New Mexico Laura Moffitt, Moriarty Municipal School, Albuquerque, New Mexico Virginia Stimpson, University of Washington, Mercer Island, Washington

24	11:30-12:30	LA Grand Ballroom ABC	All Grades	Major
	Girls Will Be Girls, Boys Will Be Boys: Teaching to Gender Differences
	Many boys are failing in our schools. Statistics clearly show that boys make up the bulk of our discipline problems, drop outs, and even inmates. Schools may be contributing to these failure rates by not considering differences in male and female brain development. Gender differences in brain development affect our children's' behavior, emotions, and ability to process information. Bill McBride will weave humor with specific strategies to promote instruction that supports both male and female brains.
	Presider:	Carol Newman, NCSM Southern Region 1 Director, Broward County Schools, Ft. Lauderdale, Florida
	Speaker(s):	Bill McBride, Consultant, San Francisco, California

25	11:30-12:30	Tucson (LA)	All Grades	Regular	Leaders Engaging Parents and Communities
	How Do Parents Interact with Their Children When Doing Mathematical Tasks?
	Studying how parents interact with children on mathematical tasks provides a foundation for suggesting how parents could help children learn mathematics. Participants will examine and discuss videos of parents working with 3rd- or 4th-grade children on number, algebra, and geometry tasks and parental reflections regarding the interactions.
	Speaker(s):	Melfried Olson, University of Hawaii, Honolulu, Hawaii Claire Okazaki, University of Hawaii CRDG, Honolulu, Hawaii Judith Olson, University of Hawaii, Honolulu, Hawaii

26	11:30-12:30	GA Imperial Ballroom C	All Grades	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Building K-12 Mathematics Leaders: "Walking the Walk" MEANS "Talking the Talk"
	Moving students' mathematical discourse beyond answering "what" to explaining "how" and justifying "why" is a central focus the NSF Math Science Partnership funded Oregon Math Leadership Institute Project. We'll discuss specific professional development efforts aimed at elevating both the quantity and quality of student mathematical discourse in classrooms.
	Speaker(s):	Thomas Dick, Oregon State University, Corvallis, Oregon Linda Foreman, Teachers Development Group, West Linn, Oregon

27	11:30-12:30	Wyoming (LA)	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	My Year-Long Work With The NCTM Curriculum Focal Points
	Since the publication of NCTM Curriculum Focal Points, NCTM is working to raise awareness of this document. A curriculum consultant of mathematics will help you iron out fact and fiction.
	Speaker(s):	Amy Keller, Grant Wood Area Education Agency, Cedar Rapids, Iowa

28	11:30-12:30	Idaho (LA)	Grades PK-5	Regular	Technological Innovations in Mathematics Education
	Online Staff Development for Mathematics Teachers
	We will look at how Maryland took face to face staff development that normally took place in the summer and turned it into online staff development, so that they could reach a larger number of our mathematics, special education and English Language Learner teachers.
	Speaker(s):	Terry Politi, Cecil County Public Schools, Elkton, Maryland Patricia Baltzley, Baltimore County Public Schools, Baltimore, Maryland Kathleen A. Egan, Baltimore County Public Schools, Baltimore, Maryland

29	11:30-12:30	Milano (GA)	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Leading Professional Learning in Mathematics Through Engagement of Whole School Communities
	This session will discuss the successful Professional Development Model that has been devised and piloted in selected rural Victorian (Australian) schools. The nature of teacher and student reflection in the learning cycle will be examined in depth along with the process objective data collection and analysis for student learning.
	Speaker(s):	Leonie Anstey, Department of Education, Victoria, Australia

30	11:30-12:30	GA Grand Salon	Grades PK-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	The Completion of the CSMC K-8 State Standards Analyses: Probability and Statistics
	This session will summarize the latest state standards analyses conducted by the Center for the Study of Mathematics Curriculum (CSMC) that highlight what students are expected to know and be able to do with respect to probability and statistics. In addition, reflections from these and prior analyses of the state standards documents will be shared.
	Speaker(s):	Jill Newton, Michigan State University, East Lansing, Michigan Leslie Dieteker, Michigan State University, East Lansing, Michigan Shannon Dingman, University of Arkansas, Fayetteville, Arkansas Aladar Horvath, Michigan State University, East Lansing, Michigan Glenda Lappan, Michigan State University, East Lansing, Michigan John P. Smith, Michigan State University, East Lansing, Michigan James Tarr, University of Missouri-Columbia, Columbia, Missouri

31	11:30-12:30	GA Grand Ballroom B	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Linking Research and Practice to Improve Student Achievement and Close Instructional Gaps
	Do we know anything from the research community that can improve students' achievement? The answer is yes and this session will dispel persistent instructional myths and discuss important findings from the mathematics education research community that can inform our practice. Matt Larson is past chair of NCTM's Research Committee.
	Speaker(s):	Matt Larson, Lincoln Public Schools, Lincoln, Nebraska

32	11:30-12:30	GA Grand Ballroom C	Grades 3-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Giving Teachers Access to Instructional Strategies That Improve Mathematics Success
	Research and classroom testing reveal that certain instructional strategies help students who typically struggle with mathematics be more successful. Learn what these strategies are and gain ideas about how to help teachers integrate them into their classroom practice.
	Speaker(s):	Janet Pittock, Scholastic, Inc., New York, New York

33	11:30-12:30	Arizona (LA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Practical Issues for Improving Student Achievement in Secondary Mathematics
	Best or promising practices are touted for helping educators improve student learning and closing the achievement gap. Few of these discussions deal with the pragmatic issues of practitioners in implementing such practices. Participants will learn about and explore the factors and logistics of such practices that they can use in their own districts.
	Speaker(s):	Pamela L. Paek, University of Texas at Austin, Austin, Texas Susan Hudson Hull, Dana Center, University of Texas at Austin, Austin, Texas

34	11:30-12:30	GA Imperial Ballroom D	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Activities Used in Professional Development Designed by Teachers for Teachers, Leaders, Parents and Administrators
	CPM (College Prep Math) designs professional development programs to support teachers who use our curriculum; to develop leaders who conduct workshops; and to inform parents and administrators about CPM. We'll model activities used to develop questioning, assessment, study teams, etc. The keys are 'Balance,' Listening,' and 'Ongoing Support.'
	Speaker(s):	Chris Mikles, College Prep Math Educational Program, Sacramento, California

35	11:30-12:30	Envoy (GA)	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	The Perfect Marriage: The Office of Mathematics and the Special Education Department
	Special education and mathematics teachers have been paired across the country in an effort to accommodate the needs of all students. Now that we have the resources, who is responsible for the training of the educators involved in the co-teaching model? Examine one district's answer to training special education teachers and instructional assistants in the mathematics content and the use of technology.
	Speaker(s):	Karen Manns Vaden, Howard County Public School System, Ellicott City, Maryland Roberta Girardi, Howard County Public Schools, Ellicott, Maryland

36	11:30-12:30	GA Grand Ballroom D	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Assessment Driving Technology
	Are your teachers reluctant to teach with graphing calculators, concerned that students will use the technology as a crutch if they do not know the mathematics first? Help teachers better use the power of technology by using assessment items that demand calculators, where students must know more than buttons to push. They must actually understand the mathematics.
	Speaker(s):	Pamela W. Harris, Independent Consultant, Kyle, Texas

37	11:30-12:30	Venezia Garden Salon (GA)	Grades 3-8	Showcase
	Math Connects: Starting with the End in Mind
	The focus of this session is to explore how teachers may align assessment and daily instruction in such a way that the mathematics taught is truly meaningful and not just preparation for state assessments. This will be discussed and illustrated with examples of how to plan with the end-assessment-in mind. Communication skills (both oral and written), conceptual understandings and procedural skills are major components of assessments and will be highlighted.
	Sponsored by:	McGraw-Hill Education
	Speaker(s):	Beatrice Moore Luchin, NUMBERS Mathematics Professional Development, Houston, Texas

38	12:45-2:45	Savoy (GA)	All Grades	Double	Professional Development Models to Promote Mathematics Education Leaders
	Learning to Lead and Leading to Learn: An Instruction-based Perspective on Supporting Teacher Leadership Development
	Teacher leadership projects are en vogue. Many want it, but how do they get it? And, how can it be sustained over time? Participants will investigate a mathematics leadership project that began with the exploration and development of teachers' own instructional practices and then leveraged gains in personal practice to scaffold leadership capacity.
	Speaker(s):	Valerie L. Mills, Oakland Schools, Waterford, Michigan Edward Silver, University of Michigan, Ann Arbor, Michigan Dana L. Gosen, Oakland Schools, Grand Blanc, Michigan Jenny Sealy, University of Michigan, Ann Arbor, Michigan Geraldine Devine, Clarkston Community Schools, Ortonville, Michigan Hala Ghousseini, University of Michigan, Ann Arbor, Michigan Jenny Sealy, University of Michigan, Ann Arbor, Michigan Charalambos Charalambous, University of Michigan, Ann Arbor, Michigan

39	12:45-2:45	Audubon (GA)	Grades PK-5	Double	Professional Development Models to Promote Mathematics Education Leaders
	Lesson Study on the Teaching of Mathematics Through Problem Solving
	This session will share the design, implementation, and evaluation of the second phase of a longitudinal Lesson Study project used for the professional development of teachers of mathematics in ways to teach mathematics through problem solving.
	Speaker(s):	Luz Lopez, Universal del Norte, Barranquilla, Columbia Catalina Toro, Universidad del Norte, Barranquilla Julie Pacheco, Universidad del Norte, Barranquilla, Columbia Stephanie De Andreis, Univerisdad del Norte, Barranquilla, Columbia Carolina Devila, Colegio Marymount, Barranquilla, Columbia Gina Camargo, University del Norte, Barranquilla, Columbia Marco Cervantes, Universidad del Norte, Barranquilla, Columbia Rufina Gonzalez, Universidad del Norte, Barranquilla, Columbia

40	12:45-2:45	Sun Valley (LA)	Grades PK-5	Double	Professional Development Models to Promote Mathematics Education Leaders
	Developing Elementary Mathematics Teachers' Capacity to Teach Conceptually: Sharing the Work of Professional Development in LAUSD
	Learn how the Los Angeles Unified School District embarked on a journey with teachers to develop their capacity to teach mathematics conceptually. Through professional development designed for mathematics coaches and teachers, conceptual development lessons have become the vehicle for teachers to strengthen their instructional practice.
	Speaker(s):	Andrew Jenkins, Los Angeles Unified School District, Los Angeles, California

41	12:45-2:45	Rivera (GA)	Grades PK-12	Double	Linking Research and Practice that Promotes Improved Student Achievement
	Enhancing Teacher Leaders' Preparation for Lesson Study with Curriculum Topic Study
	How do you prepare teacher leaders to facilitate lesson study in their districts? In particular, how do you promote meaningful research aimed at developing a lesson best suited for how students learn? Come and experience a brief Curriculum Topic Study to identify research that can have a powerful impact on the lesson study process.
	Speaker(s):	Michele Burgess, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Andrea Miller, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania

42	12:45-2:45	GA Grand Ballroom A	Grades 6-8	Double	Professional Development Models to Promote Mathematics Education Leaders
	Using Classroom Videos to Help Leaders Develop Teachers' Mathematical and Pedagogical Knowledge
	This session will discuss how a video of a 6th-grade class developing an algorithm for multiplication of fractions can be used in a variety of professional development settings to deepen teachers' mathematical and pedagogical knowledge of fractions.
	Speaker(s):	Elizabeth Phillips, Michigan State University, East Lansing, Michigan Glenda Lappan, Michigan State University, East Lansing, Michigan

43	12:45-2:45	Flagstaff (LA)	Grades 9-College	Double	Equity and Access Strategies for Mathematics Education Leaders
	It Is Possible: ALL Students Can Learn! Reach and Empower All of Your Students Using Innovative Professional Development Strategies
	Through an interactive mode, the presenter will share innovative and effective teacher professional development ideas based on successful experiences. The use of the REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) methodology to improve mathematics understanding, increase mathematics communication, and boost testing performance will be addressed.
	Speaker(s):	Agustin Navarra, Center For Occupational Research & Development, Waco, Texas

44	1:00-2:00	LA Grand Ballroom AB	Grades 3-8	Major
	Getting to the Point: A Different Way to Differentiate Instruction
	Traditionally instruction is differentiated based on student responses to pre-assessments. This session will address strategies for differentiating instruction by analyzing the quality of questions students ask, reinforcing the language elements (Academic, Symbolic, and Content Language) students use in formulating questions, and flexible multi-level groupings.
	Presider:	Steve Viktora, NCSM Central Region 1 Director, New Trier Township High School, Winnetka, Illinois
	Speaker(s):	Lois Moseley, NUMBERS Mathematics Professional Development, Houston, Texas

45	1:00-2:00	GA Grand Ballroom C	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Recommendations from the National Mathematics Advisory Panel Report: What They Are, What They Mean, Using Them in Our Mathematics Programs
	This session will present an overview of the research-based recommendations from the National Mathematics Advisory Panel (NMP) Report, offering the opportunity for discussion of how these might be used to strengthen mathematics programs in our schools and improve student achievement and preparation for algebra.
	Speaker(s):	Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Reading, Pennsylvania Linda M. Gojak, NCSM Past President, John Carroll University, University Heights, Ohio Timothy D. Kanold, NCSM President, Chicago, Illinois

46	1:00-2:00	GA Imperial Ballroom D	All Grades	Regular	Supporting Assessments in Mathematics Education
	Authentic Assessment Model for Instructional Practices
	The session informs mathematics education leaders about the balanced approach to assessment that allows leaders to evaluate programs and teachers to assess every child. A variety of assessment techniques and samples of students work will be discussed in the presentation.
	Speaker(s):	Galina Dobrynina, Wheelock College, Boston, Massachusetts

47	1:00-2:00	Envoy (GA)	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Leadership in Mathematics: Different Strokes for Different Folks
	School districts provide leaders to guide mathematics curriculum and instruction development. How can a mathematics supervisor, coordinator, content specialist, lead teacher, coach, or mentor support teachers? This session will explore the different roles of these mathematics leaders and describe scenarios when each type of leader may be best.
	Speaker(s):	Judy Trowell, Southern Arkansas University/ADE, Magnolia, Arkansas Suzanne Mitchell, Arkansas State University, Little Rock, Arkansas

48	1:00-2:00	Arizona (LA)	Grades PK-5	Regular	Leaders Engaging Parents and Communities
	Close the Achievement Gap with "Home" Work
	Empower families (community groups) to help us close the achievement gap. These strategies ensure effective practice sessions. These activities lead to greater numeric sense-making, enhanced mathematical reasoning abilities, and significant improvement. Strategies to recruit and engage families of "underrepresented learners" will be addressed.
	Speaker(s):	Leigh Childs, Retired, San Diego, California

49	1:00-2:00	LA Grand Ballroom C	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Leadership, the "Soft Sell" to Getting Teachers Thinking About the Teaching of Mathematics in Elementary Grades
	Examples and videos will be used to stimulate a discussion of ways to involve elementary teachers in mathematics professional development that they feel comfortable with and, to some extent, in control of. The goal is to encourage both teachers and their students to think mathematics rather than just do mathematics.
	Speaker(s):	Tom Rowan, University of Maryland, College Park, Maryland

50	1:00-2:00	GA Imperial Ballroom C	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	The Virginia K-8 Mathematics Specialist Initiative: From Good Teachers to Great Leaders by Design
	The presenters will share lessons learned by highlighting various course activities, assignments and projects developed for each of three leadership courses. Participants will have opportunities to examine teachers' work samples and other course materials to explore the course assumptions and purposes in designing and teaching these leadership courses to support the development of effective, school-based mathematics specialists and coaches.
	Speaker(s):	Vickie Inge, University of Virginia, Charlottesville, Virginia Joy Whitenack, Virginia Commonwealth University, Richmond, Virginia Denise Walston, Norfolk City Schools, Norfolk, Virginia

51	1:00-2:00	GA Grand Salon	Grades 3-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Scores Soar with Research Based Learning and 10 Practices to Reach the Summit
	A model for increasing student achievement and teacher effectiveness will be demonstrated using research-based strategies. Leaders will experience multiple professional development methods while learning successful practices to help their teachers empower students.
	Speaker(s):	Connie Schrock, Emporia State University, Emporia, Kansas Ruth E. Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas Ruth Heinricks, USD 428, Great Bend, Kansas

52	1:00-2:00	Tucson (LA)	Grades 6-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	What's the Big Idea? Developing High Quality Teaching by Connecting Mathematical Understandings and Asking Effective Questions
	How can we help teachers use the Big Ideas to connect mathematical understandings? How can we help students develop mathematical thinking with effective questions? This session will share how middle schools can implement an effective professional development program focused on the Big Ideas and guiding questions to improve teaching and learning.
	Speaker(s):	Kenneth Mathews, New Haven Public Schools, New Haven, Connecticut Debra Crawford, Pearson Achievement Solutions, Greenville, South Carolina

53	1:00-2:00	GA Grand Ballroom D	Grades 6-12	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Algebra Intervention that Ensures Access for All Students In-School and Extended Day--Not Business as Usual
	Experience a conceptually-based, standards-aligned algebraic intervention that guides students through barriers to algebraic success. Designed for flexible use in both in-school and extended day programs, including those mandated by NCLB (No Child Left Behind). Materials are organized into modules addressing: Numbers; Operations; Variables and Expression; Patterns: Ratio and Proportion; Coordinate Plane and Inequalities. It has proven to be successful in diverse populations. If interested, their are opportunities to field test new modules.
	Speaker(s):	Mardi Gale, West Ed, Redwood City, California

54	1:00-2:00	GA Grand Ballroom B	Grades 6-12	Regular	Technological Innovations in Mathematics Education
	InTech: Students and Teachers Collaborating to Learn Mathematics Using the Tools of Our Time
	The InTech (Integrating Technology) professional development model moves teachers beyond just learning technology. Teacher-teams (urban, suburban, rural) direct curriculum planning toward focal points and plan effective technology integration to enhance mathematical learning. Students engage in online collaboration and create e-portfolios.
	Speaker(s):	Camille Baker, Jordan School District, Sandy, Utah Heather Riddle, Granite School District, West Jordan, Utah

55	1:00-2:00	Wyoming (LA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Using Broad, Dense Data to Differentiate: How Detailed Data from Many Students Helps Personalize Mathematics Instruction
	Sometimes, differentiating instruction requires looking at a broad range of students to identify patterns. Other times, we need to look at individual students in great detail. Looking at data in both these ways can help personalize instruction and make it more effective.
	Speaker(s):	Steven Ritter, Carnegie Learning, Inc., Pittsburgh, Pennsylvania

56	1:00-2:00	Milano (GA)	Grades 6-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Changing Opportunities, Changing Lives by Moving Mathematics Forward
	This session highlights a model for mathematics improvement implemented in urban districts. Details of research-based components proven to eliminate the achievement gap by meeting the diverse learning needs of students will be shared. Attendees will participate in a discussion on improving schools from within using evidence-based practices.
	Speaker(s):	Pamela Bernabei-Rorrer, Texas Instruments, Dallas, Texas Marty Mackar, Euclid City School District, Euclid, Ohio

57	1:00-2:00	Idaho (LA)	Grades 9-College	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Refocusing College Algebra: What Does That Mean to You?
	The MAA (Mathematical Association of America) and AMATYC (American Mathematics Association of Two-Year Colleges) are involved in helping to refocus college algebra from a course on algebraic manipulation to one that is centered on problem solving and communicating mathematics with the aid of technology. As states look at requiring Algebra II for all students (American Diploma Project), how college algebra is changing is important to know.
	Speaker(s):	Robert Kimball, Wake Technical Community College, Raleigh, North Carolina

58	1:00-2:00	Venezia Garden Salon (GA)	Grades 6-12	Showcase
	CASIO Is Making Math Easy Again! More Innovations, Continued Value and New Extras for an Easier Teaching and Learning Experience!
	Come experience the newest innovations in calculators from CASIO. Learn about classroom tools that interact with calculators, making for an easier and more complete teaching and learning experience. Plus, get a glimpse of our newest online training and customized professional development programs. All designed to make math easy and a true value!
	Sponsored by:	CASIO America, Inc
	Speaker(s):	James A. (Mitch) Mitchell, CASIO America, Inc

59	2:15-3:15	LA Grand Ballroom AB	All Grades	Major
	Coaching and Capacity Building
	Coaching is a growing strategy for improving student achievement across the country. Is it working? In many cases, not particularly well. This session will raise questions and offer suggestions for utilizing coaching strategically to upgrade instruction and learning at all levels. Where does coaching fit in the landscape of professional learning opportunities designed to cultivate skillful, courageous and inspired teaching in every classroom?
	Presider:	Laurie Boswell, NCSM Eastern Region 1 Director, Lyndonville, Vermont
	Speaker(s):	Lucy West, Metamorphosis Teaching Learning Communities, New York, New York

60	2:15-3:15	GA Grand Ballroom C	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	The PRIME Framework Part I: Leading for Equity and Assessment
	This audience-active session will provide deeper insight and discussion into the details of the PRIME Leadership indicators and actions for the domains of Equity and Assessment. Participants will be invited to connect the framework into the context of their current leadership efforts and workplace. Handouts for reflection will be provided.
	Speaker(s):	Gwen Zimmerman , NCSM Journal Editor, Adlai E. Stevenson High School, Lincolnshire, Illinois Linda Fulmore, NCSM Secretary, Cave Creek, Arizona Steven Leinwand, American Institutes For Research, Washington, D.C. Suzanne Mitchell , NCSM Southern Region 2 Director, Arkansas State University, State University, Arkansas

61	2:15-3:15	GA Imperial Ballroom D	All Grades	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Is What You're Seeing Really a Reflection? An Examination of Reflective Thinking in Professional Development Activities
	Most professional development includes a reflection component. In this interactive session we examine a lesson module from a typical mathematics professional development program using a Deweyan model of reflective thinking. We show how reflective thinking occurs, and discuss recommendations for ensuring you're getting a true reflection.
	Speaker(s):	Alan J. Hackbarth, University of Wisconsin-Madison, Madison, Wisconsin Margaret J. Wilsman, Wisconsin Center for Education, Madison, Wisconsin

62	2:15-3:15	Idaho (LA)	All Grades	Regular	Leaders Engaging Parents and Communities
	YouTube Math--A Look at Advocacy in Washington State
	Internet "chatter" is playing a role in mathematics education debates across the U.S. Web sites, blogs, wikipedia, and now even YouTube viewers have opportunities to weigh in on everything from computational skills to calculators. This session will give you a chance to weigh in on how you evaluate a credible source, and to consider challenges currently faced by mathematics educators in Washington state.
	Speaker(s):	Marianne Smith, Consultant, Oakland, California

63	2:15-3:15	Wyoming (LA)	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	A Professional Development Strategy to Promote the Teaching of Mental Computation in the Elementary School
	In 2004, the state of Queensland introduced a new mathematics syllabus that changed the emphasis in the computation strand from written algorithms to mental methods. This represented a significant change for all teachers. This session will describe the professional development activities that supported this change, motivated teachers to make the change, and the nature of the changes.
	Speaker(s):	Calvin Irons, Queensland University of Technology, Brisbane, Queensland, Australia

64	2:15-3:15	Envoy (GA)	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Collecting Evidence During Classroom Observations: A Focus on Students' Mathematical Thinking
	Attending to student thinking can be a challenge for classroom observers. Participants will view video clips and collect data using an observation tool that helps coaches and supervisors focus on mathematics lessons through a student-centered lens, enabling them to observe student thinking in the ever-changing, real-time world of the classroom.
	Speaker(s):	Loretta Heuer, Education Development Center, Inc., Newton, Massachusetts

65	2:15-3:15	LA Grand Ballroom C	Grades PK-8	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Seizing an Opportunity to Build Teacher Content Knowledge: Lessons Learned from a Mathematician Who Learned Lessons from Teachers!
	Listen to a mathematician and a district mathematics leader who worked directly with school staffs throughout a large urban district. A panel of school representatives will describe the feeling of trust and collegiality that was developed by staff members as they watched their school transform into a professional learning community in mathematics.
	Speaker(s):	Beth Schefelker, Milwaukee Public Schools, Milwaukee, Wisconsin Kevin McLeod, University of Wisconsin, Milwaukee, Wisconsin Julie Buckholt, Milwaukee Public Schools, Milwaukee, Wisconsin Christine Kadow, Milwaukee Public Schools, Milwaukee, Wisconsin

66	2:15-3:15	GA Grand Ballroom B	Grades PK-12	Regular	Technological Innovations in Mathematics Education
	Adaptive Technology Based on Cognitive Research Helps Close Gaps
	Cognitive research continues to improve our understanding of how children learn mathematics skills and concepts. Learn more about how this current research, coupled with technology, can help address critical student needs in computational fluency and mathematics problem solving.
	Speaker(s):	David Dockterman, Tom Snyder Productions, Watertown, Massachusetts

67	2:15-3:15	GA Grand Ballroom D	Grades 3-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Properties of One and Concrete Models Connected to Thinking, Doing, Showing, Telling and Writing Leads to Successful Mathematics for All
	The Properties of One connect questions and transparent models to students' success with rational numbers. Leaders will be prepared to support teachers as they train students to read, study, show, solve, communicate, and apply what they do. The negative effect of previous instruction on mathematics communication skills will be addressed.
	Speaker(s):	Dorothy S. Strong, Retired, Olympia Fields, Illinois

68	2:15-3:15	Tucson (LA)	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Develop Technology Expertise in Mathematics Teacher Leaders: The Math Forum Hybrid Workshop Model
	In this session, we will discuss our recent efforts to catalyze development of a cadre of school-based teacher leaders through online and face-to-face professional development. In particular, we will focus on development of a sequence of online workshops that can be used as resources for professional development in participants' home districts.
	Speaker(s):	Suzanne Alejandre, The Math Forum@Drexel, Philadelphia, Pennsylvania Jason Silverman, Drexel University, Philadelphia, Pennsylvania

69	2:15-3:15	Arizona (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Using Constructed Response Problems to Enhance Assessment and Increase Students' Connections to Mathematics
	An exploration of the use of student writing in problem solving for assessment that enables teachers to diagnose student understanding and design appropriate follow-up diagnostics as well as take advantage of students' mathematical knowledge.
	Speaker(s):	Annie Fetter, The Math Forum@Drexel, Philadelphia, Pennsylvania Stephen Weimar, The Math Forum@Drexel, Philadelphia, Pennsylvania

70	2:15-3:15	GA Grand Salon	Grades 9-College	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Preparing All Students for the 21st Century: New Standards and Curricula
	In 2007, the College Board and Achieve released new high school standards for college and career readiness, including recommendations for integrated courses. The Core-Plus Mathematics Project and the Interactive Mathematics Program are releasing new editions of their programs. The implications of these new standards and curricula will be addressed.
	Speaker(s):	W. Gary Martin, Auburn University, Auburn, Alabama Cathy Seeley, Dana Center, University of Texas at Austin, Austin, Texas Kaye Forgione, Achieve, Inc., Austin, Texas Sherry Fraser, San Francisco State University, San Francisco, California Chris Hirsch, Western Michigan University, Kalamazoo, Michigan Leah Quinn, Montgomery County Public School District, Rockville, Maryland

71	2:15-3:15	Milano (GA)	Grades 9-College	Regular	Technological Innovations in Mathematics Education
	Grasp the Mathematics Through Multiple Representations
	Multiple representations--algebraic, graphical, geometric, numeric and written forms of a problem--give students a more meaningful understanding of mathematics. By utilizing new technologies to customize work areas and show the impact of changes in real time, teachers can supply instruction that offers conceptual learning for all ability levels.
	Speaker(s):	Jane E. Damaske, Retired, Lakeshore Public Schools, Stevensville, Michigan

72	2:15-3:15	Venezia Garden Salon (GA)	Grades PK-5	Showcase
	Fostering Math Talk in the Elementary Classroom
	Math Talk is critical to improving students' understanding and math achievement. This session identifies the different levels of Math Talk in elementary classrooms and shares research-based strategies, activities and materials designed to help students communicate about the mathematics they are studying. Participants will experience Math Talk in action through video-vignettes filmed in typical elementary classrooms from around the country.
	Sponsored by:	Houghton Mifflin Harcourt
	Speaker(s):	Linda Peeler , Houghton Mifflin Harcourt, Lexington, South Carolina

73	2:15-3:15	GA Imperial Ballroom C	All Grades	Showcase
	Exploring the Educational Landscape of Asia: Dispelling Myths, Finding Similarities
	This mathematical travelogue draws from experiences in a dozen Asian countries. The pictures are personal; the experiences are singular; the observations are idiosyncratic. But the human face of mathematics education that emerges helps dispel myths and stereotypes about the conditions and work of our colleagues in Asia who struggle with issues not unlike our own.
	Sponsored by:	Key Curriculum Press
	Speaker(s):	Steve Rasmussen, Key Curriculum Press, Emeryville, California

74	3:00-5:00	Flagstaff (LA)	All Grades	Double	Equity and Access Strategies for Mathematics Education Leaders
	Mathematics Accessibility Through Money Applications, Grades 3-12
	A mathematics professional development trainer together with a financial planner will show participants how to make mathematics accessible through money applications and in so doing make mathematics interesting and meaningful in an authentic way. Providing the professional development to make teachers comfortable with financial content will also be addressed.
	Speaker(s):	Elizabeth Marquez, Educational Testing Service, Princeton, New Jersey Paul Westbrook, Rutgers University, Milltown, New Jersey

75	3:00-5:00	Savoy (GA)	All Grades	Double	Professional Development Models to Promote Mathematics Education Leaders
	How Can Teacher Leaders Be Prepared to Facilitate Professional Learning Communities?
	Since 2004, the Math Science Partnership of Southwest Pennsylvania has prepared 600 teacher leaders who have facilitated learning experiences for 4600 of their colleagues back in the district. Discover the lessons learned from the multi-year Teacher Leadership Academies as described by the LEADS acronym: Learning, Assessment, De-Briefing, and Support.
	Speaker(s):	Nancy Bunt, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Matt Freedman, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania Sam Shaneyfelt, Allegheny Intermediate Unit, Pittsburgh, Pennsylvania

76	3:00-5:00	GA Grand Ballroom A	Grades PK-5	Double	Professional Development Models to Promote Mathematics Education Leaders
	"How Did You Get That Answer?" Building Teachers' Capacity to Analyze Children's Mathematical Thinking
	Teachers' ability to analyze the mathematical thinking and problem-solving strategies of elementary school students, and develop instruction to meet their needs, lies at the heart of successful early mathematics programs. Gain an understanding of what kind of professional development can help teachers to build these critical skills.
	Speaker(s):	Barbrina Ertle, Teachers College, Columbia University, New York, New York

77	3:00-5:00	Sun Valley (LA)	Grades PK-8	Double	Supporting Assessments in Mathematics Education
	An Urban District Uses Assessment Data to Improve Instruction
	How are district leaders helping teachers use formative assessment to guide classroom practice? This session focuses on a professional development model where school leaders use classroom assessments to inform instruction. Participants will learn how teachers are trained on using assessments and descriptive feedback to close the achievement gap.
	Speaker(s):	Sharonda M. Harris, Milwaukee Public Schools, Milwaukee, Wisconsin Astrid G. Fossum, Milwaukee Public Schools, Milwaukee, Wisconsin

78	3:00-5:00	Audubon (GA)	Grades PK-12	Double	Professional Development Models to Promote Mathematics Education Leaders
	You Got Chocolate In My Peanut Butter!
	When you improve a little each day, eventually big things occur. The School District of Beloit has come up with a winning recipe for mixing video technology with professional development. Join us as we demonstrate how technology is being used as an integral part of our mathematics professional development plan.
	Speaker(s):	Perry Tinsley, School District of Beloit, Beloit, Wisconsin Steve Reinhart, School District of Beloit, Beloit, Wisconsin

79	3:00-5:00	Rivera (GA)	Grades 6-12	Double	Linking Research and Practice that Promotes Improved Student Achievement
	How Do I Solve It? Using Individual Learning Profiles and Process Differentiation to Increase Student Achievement.
	Ever wonder how to reach every student in your classroom? This session will explore the idea of process differentiation in mathematics classrooms, with examples from two New York City high schools, and will include discussions of how this influences student achievement for English Language Learners, students with special needs, and all students.
	Speaker(s):	Katherine Williams, New York City Department of Education, New York, New York Cristina Jacobs, New York City Dept of Education, New York, New York

80	3:30-4:30	LA Grand Ballroom AB	Grades 3-8	Major
	Another Piece of the Puzzle: Empowering Parents to Participate in Their Children's Mathematics Learning
	Since I began teaching, I have heard parents complain that their children aren't "doing" math in school - they're just playing with blocks. OR They wish they could help their children with their math, but they don't get it because they didn't learn math that way. OR, the most common mantra is that they were "bad" in math and hated it. Therefore, they won't even attempt to work with their children or help them. This session will provide you with information about everything you'd want to know about providing parent workshops from how to get parents to attend, the content of the workshops and the follow-up.
	Presider:	Ruth E. Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas
	Speaker(s):	Janet K. Scheer, Create A Vision, Foster City, California

81	3:30-4:30	GA Grand Ballroom D	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	NCSM Equity Efforts: Actions to Move Forward
	Panel members will discuss various efforts to instigate a more active and powerful focus on equity in NCSM, and how each of you in your spheres of influence can make a difference. You will be provided ideas and clear action steps, consistent with the PRIME Leadership Framework, for energizing equity efforts within your school, district, institution and/or professional community.
	Speaker(s):	Tod Shockey, University of Maine, Orono, Maine Susie Hakansson, UCLA, Los Angeles, California Marilyn Hetzel, UTE Indian Tribe, Fort Duchesne, Utah Robert Berry, University of Virginia, Charlottesville, Virginia Luis Ortiz-Franco, Chapman University, Orange, California Jim Barta, NCSM Western Region 1 Director, Utah State University, Logan, Utah Cheryl Avalos, NCSM Western Region 2 Director, Los Angeles, California Linda M. Gojak, NCSM Past President, John Carroll University, Cleveland, Ohio

82	3:30-4:30	LA Grand Ballroom C	All Grades	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	What Does the Research Say About Coaching?
	I will present an overview of the research on coaching and the implications for mathematics coaching programs. We will look at what the research says about (a) the role and responsibilities of coaches, (b) conditions that support coaching, (c) challenges involved in coaching, (d) improving instructional practices, and (e) gains in student achievement.
	Speaker(s):	Maggie B. McGatha, University of Louisville, Louisville, KY

83	3:30-4:30	GA Imperial Ballroom D	All Grades	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Who is Doing the Thinking? An Administrator Initiative for Observing and Coaching Mathematics Teachers
	Over a two-year period, administrators spent two days each learning strategies for observing and coaching mathematics instruction through a framework using the NCTM Process Standards. Actual classroom observations provided data for discussion. Results indicated a heightened awareness of effective leadership and coaching strategies.
	Speaker(s):	Lawrence Linnen, University of Colorado at Denver, Denver, Colorado Cindy Andrews, Douglas County School District, Castle Rock, Colorado Mary Pittman, Boulder Valley School District, Boulder, Colorado

84	3:30-4:30	Arizona (LA)	Grades PK-5	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Beginning with the End in Mind
	When teachers start their planning by determining what evidence of understanding will be used, the quality of instruction improves. Participants will learn about using Achievement Indicators, statements of what a student should be able to do to demonstrate an understanding of a concept, to focus teacher planning for instruction.
	Speaker(s):	Debbie Duvall, Alberta Education, Edmonton, Alberta, Canada

85	3:30-4:30	GA Imperial Ballroom C	Grades PK-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Share and Acquire Resources for Leaders Helping Schools and Districts Improve Mathematics Achievement of Specific Student Sub-Groups.
	This session will help school and district mathematics leaders identify, share, examine, and explore a number of resources and solutions to increase successful school improvement in mathematics. Of particular interest will be familiarization with tools and materials designed to support specific sub-groups in the improvement process.
	Speaker(s):	John Sutton, RMC Research Corporation, Denver, Colorado

86	3:30-4:30	Envoy (GA)	Grades PK-12	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	District Reform Over Five Years: A Retrospective Analysis of the Newark Public Schools Systemic Initiative In Mathematics
	This session provides a retrospective analysis of the entire project, with a specific focus on lessons learned regarding the teaching and learning of mathematics. An in-depth description of our approach to professional development will be provided, along with both qualitative and quantitative data regarding changes in teachers classroom practices.
	Speaker(s):	Lisa B. Warner, Rutgers University, Newark, New Jersey Roberta Y. Schorr, Rutgers University, Milltown, New Jersey May Samuels, Newark Public Schools, Newark, New Jersey Darleen Gearhart, Newark Public Schools, Newark, New Jersey

87	3:30-4:30			Regular
	Cancelled


88	3:30-4:30	Idaho (LA)	Grades PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Strategies to Help Teachers Become Expert Teachers
	What are the qualities of an expert teacher? Important attributes and examples will be presented, as well as a professional development design that will help all teachers become more effective.
	Speaker(s):	Carol R. Findell, Boston University, Boston, Massachusetts

89	3:30-4:30	Tucson (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Assessing Informal Proof: The Missing Bridge to Formal Proof in Geometry
	A case will be made for a structured geometry curriculum and an assessment program that includes the often-missing Van Hiele Level 2, so students have opportunities to develop an understanding of minimum sufficient conditions though empirical evidence before they are hurled into what is often the mystifying world of formal deductive proof.
	Speaker(s):	David McKillop, Making Math Matter, Inc., Truro, Nova Scotia, Canada

90	3:30-4:30	Wyoming (LA)	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	The Journey Is the Destination: Changing the Culture of Teaching Middle and High School Through Multi-Faceted Professional Development
	Changing content and pedagogical techniques through developmental stages of implementation are important elements in professional development programs. Learn how workshops, on-line professional development, coaching, directed conferencing, and collaboration contributed to significant gains in teacher pride, student interest, and scores on high stakes tests.
	Speaker(s):	Paul Lawrence, LL Teach Inc., Bridgewater, New Jersey

91	3:30-4:30	GA Grand Salon	Grades 9-College	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	It's Time We Got High School Mathematics Right: Research, Concerns and Promising Directions
	The expectations that high schools will prepare all students for college and will ensure "math for all" collide with everyday reality in most high schools. This session will review some of the research about effective high schools and effective high school mathematics, raise concerns about the path we are on, and suggest some promising directions for change.
	Speaker(s):	Steven Leinwand, American Institutes For Research, Washington, DC

92	3:30-4:30	Venezia Garden Salon (GA)	Grades PK-5	Showcase
	Accessible Algorithms
	Learn about these research-based approaches from the research of Dr. Karen Fuson.
	Sponsored by:	Houghton Mifflin Harcourt
	Speaker(s):	Linda Peeler , Houghton Mifflin Harcourt, Lexington, South Carolina


All Sessions -- Tuesday, April 8, 2008

93	7:00-7:45	GA Grand Ballroom BC	All Grades	Function
	Why Drill and Practice Doesn't Work
	Educators agree that students should develop automaticity with their math facts. What can we do to help struggling students achieve this goal? Learn what the research shows regarding the ineffectiveness of traditional drill and practice on math fact fluency and discover how these findings have been incorporated into Scholastic's math fact automaticity program.
	Presented by:	Tom Snyder Productions/Scholastic
	Speaker(s):	Liza Debus, Scholastic Math, Massachusetts

94	7:45-8:45	GA Grand Ballroom BC		Regular
	State of the NCSM Organization Address
	NCSM President Timothy D. Kanold will provide progress on the 2007-2008 NCSM projects and initiatives. This will include information on NCSM Board recommended constitution changes that will require a mail vote of the members in May as well as the newly released position papers. Treasurer Fran Berry will provide information regarding the current financial status of the organization.
	Speaker(s):	Timothy D. Kanold, NCSM President, Chicago, Illinois Fran Berry, NCSM Treasurer, Highlands Ranch, Colorado

94	7:45-8:45	GA Grand Ballroom BC		Regular
	NCSM Sponsor/Partner Recognition Ceremony
	Please join our 2008 Salt Lake City Conference Planning Committee--Timothy Kanold, Valarie Elswick, Diane Briars, Susan Beal, Jim Barta, Carol Edwards, Fern Tribbey and Steve Tribbey, and Terri Belcher -- in celebrating the many wonderful sponsors/partners that support the efforts of NCSM members across the country. This is our chance to publicly thank them and celebrate their commitment to the improvement of mathematics education. We thank them all for their continued and sustained support of NCSM.
	Speaker(s):	Valarie A Elswick, NCSM Conference Chair, Cape Coral, Florida

95	9:15-10:15	LA Grand Ballroom AB	All Grades	Major
	Issues for Leaders and for Teachers: An Update on NCTM Initiatives and More!
	This session will focus on issues impacting mathematics leaders as well as teachers of mathematics, linking issues of leadership to the classroom. Current initiatives of the National Council of Teachers of Mathematics will be discussed as well as implications from the recently released National Mathematics Advisory Panel report.
	Presider:	Janie Zimmer, NCSM Eastern Region 2 Director, Research-Based Education, LLC, Reading, Pennsylvania
	Speaker(s):	Francis (Skip) Fennell, President, National Council of Teachers of Mathematics, Reston, Virginia

96A	9:15-10:15	GA Imperial Ballroom C	PK-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Systemic Change: Helping Teachers Transition to Inquiry Mathematics K-12.
	The Belle Fourche School District is the first district in South Dakota to implement inquiry mathematics from K-12. This session will describe the four-phase professional development model used to support this implementation. The model emphasizes the partnership between the university, the administration, the mathematics teacher leaders, and staff. Lessons learned from the process and the roles of the partners will be discussed. Finally, the session will focus on the training approaches used to prepare mathematics teacher leaders to help teachers transition to inquiry-based instruction.
	Speaker(s):	Micheline Hickenbotham, Black Hills State University, Spearfish, South Dakota

97A	9:15-10:15	GA Imperial Ballroom D	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Mathematics in the Middle: Threads of Our Lives
	This session introduces educators to ethnomathematics as a tool to engage teachers in the world’s mathematical practices. Both presenters model leadership in research programs and strategies that promote student access to quality mathematics education. They integrate research on teacher knowledge with approaches for connecting mathematics to the real world communities.
	Speaker(s):	Barbara Garii, State University of New York, Oswego, New York Mia Kalish , Dine College, Tsaile, AZ

98	9:15-10:15	LA Grand Ballroom C	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	The PRIME Framework Part II: Leading for the Teaching and Learning of the Curriculum
	This audience-active session will provide deeper insight and discussion into the details of the PRIME leadership indicators and actions for the domains of Teaching and Learning as well as Curriculum. Participants will be invited to connect the framework into the context of their current leadership efforts and workplace. Handouts for reflection will be provided.
	Speaker(s):	John Carter, Adlai E. Stevenson High School District 125, Lincolnshire, Illinois Laurie Boswell , NCSM Eastern Region 1 Director, The Riverside School, Lyndonville, Vermont Ruth E. Harbin Miles, NCSM Central Region 2 Director, Hays, Kansas Steve S. Viktora, NCSM Central Region 1 Director, New Trier Township High School, Wilmette, Illinois

99	9:15-10:15	GA Grand Salon	Grades PK-8	Regular	Linking Research and Practice that Promotes Improved Student Achievement
	Connecting Arithmetic and Algebra to Support the Range of Learners: Cases from Classroom-based Research
	We will present cases of teachers who are using work on articulating, representing, and justifying general claims about the operations to engage the range of learners in their classrooms, including students who are struggling and students who seek additional challenge. We will describe characteristics of teacher practices that support this work.
	Speaker(s):	Susan Jo Russell, TERC, Cambridge, Massachusetts Virginia Bastable, SummerMath for Teachers, South Hadley, Massachusetts Deborah Schifter, Education Development Center, Newton, Massachusetts

100	9:15-10:15	GA Grand Ballroom A	Grades 6-12	Regular	Professional Development Models to Promote Mathematics Education Leaders
	IMPACT: An Ongoing District-Wide Mathematics PLC with a Five Year Success Story
	IMPACT (Innovative Mathematics, Promoting Achievement, Connecting Technology) teachers collaborate within and across schools and are networked throughout one large district. Examine this ongoing process of improving practice, subtly guiding collaboration, cultivating teacher leaders, and continuously refining our professional learning community.
	Speaker(s):	Joleigh Honey, Jordan School District, Sandy, Utah Camille Baker, Jordan School District, Sandy, Utah

101	9:15-10:15	GA Grand Ballroom D	College	Regular	Professional Development Models to Promote Mathematics Education Leaders
	Closing the Achievement Gap Through Professional Development Partnerships
	This session will describe essential elements and share examples of materials used in successful professional development partnerships between universities and school districts. The partnerships are designed to increase students' mathematics understanding and achievement and increase districts' capacity to sustain professional development
	Speaker(s):	Jane D. Gawronski, San Diego State University Foundation, San Diego, California Nadine Bezuk, San Diego State University, San Diego, California Steve Klass, Encinitas School District, San Diego, California Karen Payne Aguilar, San Diego State University Foundation, San Diego, California

102	9:15-10:15	Venezia Garden Salon (GA)	Grades 6-12	Showcase
	Fun with Functions
	This talk includes worksheets in which the graphs of functions are used to create pictures, including cartoon characters. The worksheets vary in difficulty-from Algebra 1 through Precalculus. In some of the worksheets, students are given the functions and asked to draw the picture. In others, students are given a picture and asked to find functions that model the picture.
	Sponsored by:	Holt McDougal
	Speaker(s):	Ron Larson , Penn State University, Erie, Pennsylvania

103	9:15-10:45	Idaho (LA)	Grades PK-5	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Use the 5E Instructional Model as a Framework for Professional Development: Learning to Read Elementary Mathematics
	Engage in an interactive session that explores the 5E (Engage, Explore, Explain, Elaborate, Evaluate) Instructional Model as a framework for professional development. Participate in a 5E lesson on learning to read mathematics and evaluate how to incorporate the model into mathematics professional development and classroom instruction.
	Speaker(s):	Janet Vela, Region 4 Education Service Center, Houston, Texas Sharon Benson, Region 4 Education Service Center, Cypress, Texas David Eschberger, Region 4 Education Service Center, Cypress, Texas

104	9:15-10:45	Arizona (LA)	Grades 3-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Closing the English Language Learner Achievement Gap: A Model for Teaching the Academic Language of Math
	This session will present a model for using the academic language of mathematics to help close the English Language Learner achievement gap. The model can be implemented through professional development and the use of adapted or supplementary materials. Participants will receive guidelines and samples of materials.
	Speaker(s):	Suzanne Irujo, Boston University, Boston, Massachusetts

105	9:15-10:45	Milano (GA)	Grades 3-8	Extended	Professional Development Models to Promote Mathematics Education Leaders
	Using Student Myths and Misconceptions in Tasks That Develop Mathematical Knowledge for Teaching
	This interactive session focuses on the role of leaders in helping teachers develop mathematical knowledge for teaching. Participants will examine tasks that use and analyze student beliefs (or myths) and misconceptions as content in professional development that focuses on both content and pedagogical knowledge for teaching mathematics.
	Speaker(s):	Clare Heidema, RMC Research, Denver, Colorado

106	9:15-10:45	Savoy (GA)	Grades 3-8	Extended	Linking Research and Practice that Promotes Improved Student Achievement
	Facilitating the Use of Formative Assessment: A Case of Research to Practice-Vermont's Mathematics Partnership Ongoing Assessment Project
	The Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) is a formative assessment system based on cognitive research concerning students' development of specific mathematics. Participants will review findings from an exploratory study, engage in sample activities that illustrate how OGAP has brought the research to practice.
	Speaker(s):	Marjorie Petit, Marge Petit Consulting, MPC, North Fayston, Vermont Robert Laird, Vermont Mathematics Institute, Danville, Vermont

107	9:15-10:45	Wyoming (LA)	Grades 6-12	Extended	Technological Innovations in Mathematics Education
	Building Technology Microworlds as Levers for Inquiry: The Questions ARE the Answer
	The latest developments in handheld technology have taken a leap from computational toolkits to microworld makers. We'll take a hands-on look at these new tools and discuss how their potential to shift classroom discourse toward mathematical inquiry depends heavily on the kinds of questions teachers ask.
	Speaker(s):	Wade Ellis, West Valley College, Saratoga, California Thomas Dick, Oregon State University, Corvallis, Oregon Gail Burrill, Michigan State University, East Lansing, Michigan

108	9:15-10:45	Envoy (GA)	Grades 6-12	Extended	Supporting Assessments in Mathematics Education
	Developing Effective Descriptive Feedback with Classroom Assessments to Improve Student Achievement
	Experience the process mathematics coaches use with teachers to 1) identify key mathematics features, 2) anticipate misconceptions, 3) analyze student work samples, 4) give descriptive feedback, and 5) determine next steps for classroom instruction. There will also be a discussion on formative assessment research and increasing student achievement.
	Speaker(s):