NCSM - 2008 NCSM Annual Conference

2008 NCSM Annual Conference - Strand 2 Sessions

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

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

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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

Strand 2 Sessions -- Monday, April 7, 2008


Strand 2. Equity and Access Strategies for Mathematics Education Leaders

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Strand 2 Sessions -- Tuesday, April 8, 2008

Strand 2. Equity and Access Strategies for Mathematics Education Leaders

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

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

110	9:15-10:45	Rivera (GA)	Grades 9-College	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Changing High School Mathematics Across State Lines: Collaborative Efforts to Redefine the Courses We Teach and How We Teach Them
	Achieve and the Charles A. Dana Center have worked on various efforts to elaborate what mathematics all students need to learn at grades 9 through 12. This session will address some of these efforts in curriculum and assessment that may affect all students (and their leaders) in schools that are in ADP (American Diploma Project) states, as well as schools that are not.
	Speaker(s):	Kaye Forgione, Achieve, Washington, D.C. Susan Eddins, Consultant, Trophy Club, Texas Susan Hudson Hull, Dana Center, University of Texas, Austin, Texas Cathy Seeley, Dana Center, University of Texas, Austin, Texas

112	11:00-12:00	Audubon (GA)	All Grades	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Understanding English Through Mathematics: A Real World Content Based Approach to Teaching English Language Learners
	One high school teacher who, in the absence of formal training, discovered effective teaching methods and strategies, and a university professor who grounds his approach relative to pertinent research, will discuss teaching English Language Learners through the mathematics concepts that the students already know and the ones they are learning.
	Speaker(s):	Joyce Fischer, Texas State University-San Marcos, San Marcos, Texas Robert Perez, Hanna High School, San Brownsville, Texas

132	2:15-3:45	Milano (GA)	Grades PK-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Enhancing Professional Judgments for Success: Learn How First Steps in Mathematics Meets the Needs of All Students and Teachers
	Historically "at risk" has been used to denote concern about a student's mathematical progress. Research conducted in Western Australia for First Steps in Mathematics suggests that maybe teachers too, are "at risk" in their capacity. How do we find out who's at risk, and why are there no shortcuts to managing that risk.
	Speaker(s):	Katherine (Kit) Norris, NCSM Position Paper Editor, STEPS Professional Development, Beverly, Massachusetts

133	2:15-3:45	Audubon (GA)	Grades 6-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Strategies for Making Middle School Mathematics More Accessible to Students with Learning Disabilities
	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 disabilities while maintaining the integrity of the mathematics content? They will learn about strategies, view a video, and examine student work.
	Speaker(s):	Amy Brodesky, Education Development Center, Inc., Newton, Massachusetts

135	2:15-3:45	Wyoming (LA)	Grades 9-12	Extended	Equity and Access Strategies for Mathematics Education Leaders
	An Innovative Model for Mathematical Inquiry: A Guide for Mathematics Teachers and Leaders
	Students learn more deeply through inquiry, and mathematics leaders need a model that helps teachers implement and create lessons that employ this critical pedagogical strategy. In this session, we will share an innovative, research-tested model and a web-based tool that provide leaders what they need to help teachers focus on deep-seated learning.
	Speaker(s):	Bob Horton, Clemson University, Clemson, South Carolina


Strand 2 Sessions -- Wednesday, April 9, 2008

Strand 2. Equity and Access Strategies for Mathematics Education Leaders

161	8:00-9:00	GA Grand Ballroom A	Grades 9-12	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Choosing to Fail Is Not an Algebra Student's Right-Having Equal Access and Timely and Effective INTERVENTION Is a Right
	Teenagers do not have the right to fail. Equity demands equal access; equity demands effective intervention that gives all students an opportunity to succeed. With "Algebra-For-All," one size definitely does not fit all. Consider: If everybody counts, why do so few survive? How do we increase the capacity for change?
	Speaker(s):	Patricia Taepke, Covina Valley Unified School District, Covina, California

167	8:00-9:30	Arizona (LA)	Grades PK-12	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Reach Up and Reach Out with Higher Order Thinking (HOT) Questions
	How can we use our students' diversity to enrich their thinking? We discuss 21st century work demands and the necessity for critical thinking. We analyze an updated version of Bloom's Taxonomy and simulate cooperative learning activities that involve a variety of Higher Order Thinking (HOT) questions. Leave with ideas and a detailed handout.
	Speaker(s):	Robyn Silbey, Montgomery County Public Schools, Rockville, Maryland

171	8:00-9:30	Rivera (GA)	Grades 6-12	Extended	Equity and Access Strategies for Mathematics Education Leaders
	America's Got Words: Raising the Level of Content Knowledge Understanding Through Academic Vocabulary-TASEL-M Challenge
	Engage in an interactive session that explores how English Language Learners (ELLs) can have open access to a rigorous curriculum utilizing academic content language tools. The coaches from Teachers Assisting Students to Excel in Learning Mathematics will share best practices for ELLs and how they supported the teacher implementation.
	Speaker(s):	Ellen Duffy, California State University at Fullerton, Fullerton, California Janet Bryson, California State University, Fullerton, California Karen Delaney, California State University, Fullerton, California June Campbell, Orange County Department of Education, Fullerton, California

190	10:00-11:30	GA Imperial Ballroom D	Grades 6-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Professional Development to Strengthen Collaboration Between Mathematics Teachers and Special Educators: A Key to Improving Mathematics 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 that they can use with teachers in their own districts.
	Speaker(s):	Fred Gross, Education Development Center, Inc., Newton, Massachusetts

191	10:00-11:30	Milano (GA)	Grades 6-8	Extended	Equity and Access Strategies for Mathematics Education Leaders
	Encouraging and Supporting Knowledge-Based Differentiated Instruction in Mathematics: Targeted Professional Development
	The effectively differentiated mathematics classroom reflects broad-based teacher knowledge: of classroom culture, of students, of mathematics for teaching, of pedagogy, of self. We examine each knowledge arena, highlight its impact on a teacher's ability to respond to student needs, and address the potential related teacher development needs.
	Speaker(s):	Jenny Jorgensen, Harrison Middle School, Yarmouth, Maine Miki Murray, Mainely Math, Chamberlain, Maine

197	10:30-11:30	GA Grand Salon	Grades 3-8	Regular	Equity and Access Strategies for Mathematics Education Leaders
	Differentiating Fractions and Ratios and Teaching Both Coherently and with Understanding
	Results from Grades 3/4/5 classroom research on differentiating and then integrating fractions and ratios are reported. Student learning paths and teaching activities are outlined for fractions and for ratios that give access to all students. These approaches enable students to outperform older students and reach high levels of understanding.
	Speaker(s):	Karen Fuson, Self-employed, Northwestern University (Retired), Evanston, Illinois