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| Strand 4 Sessions -- Monday, April 24, 2006 |
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Strand 4. Leadership with the Spirit of Equity and Access
Help other leaders become familiar with programs, strategies, and materials that ensure access to quality mathematics for all students. Consider questions such as: What programs or strategies have you used to help ensure your schools provide access and equity for every student? What materials have you found that are effective in dealing with equity and access issues? Have you a model for access and equity that you feel should be shared with other leaders? What strategies have you used for teachers, schools, or districts that have been slow to respond to equity and access issues?
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| 9 | 8:00 - 9:00 | Room E | Grades PK-12 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| A Practical Framework for Guiding Instruction and Assessing Students’ Mathematical Language Development |
| This framework proposes four aspects of mathematical language that students need to successfully access and navigate through the academic language in texts and tests. Our interactive presentation will provide examples for our framework and discuss how to support academic development with students, giving special attention to the needs of English Learners. |
| Presider: | Ann Zingraff-Newton, Virginia Beach Public Schools, Virginia Beach, VA |
Speaker(s): |
Alma Ramirez, WestEd, Oakland, CA
Carne Barnett-Clarke, WestEd, Oakland, CA |
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| 18 | 8:10 - 10:10 | Room 232 | All Grades | Double Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Making Schools Work for Every Child |
| Participants will share in activities designed to facilitate a deeper understanding of the processes needed to produce equitable mathematical teaching and learning for traditionally low-achieving African-American, Hispanic, and low-income students. This is a hands-on interactive session and each participant will receive a CD of all activities. |
| Presider: | Daniel Williams, Knox County Schools, Knoxville, TN |
Speaker(s): |
Arlene Hambrick, National-Louis University, Chicago, IL
Francena F. Cummings, South Eastern Regional Mathematics and Science Center, Tallahassee, FL
Asta Svedkauskaite, Learning Point Associates, Naperville, IL |
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| 28 | 9:10 - 10:10 | Room E | Grades PK-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Supporting High-Level Thinking for Low-Performing Students |
| Leadership and professional development must reverse the challenge of low achievement. Students are great sense-makers. Students with low-performing backgrounds need ongoing high-level thinking opportunities to be successful. Explore examples of successful math classrooms where students identified as low-performing and English learners are meeting math standards. |
| Presider: | Winifred Findley, Monroe Public Schools, Monroe, MI |
Speaker(s): |
David Foster, Noyce Foundation, Palo Alto, CA |
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| 37 | 10:20 - 11:20 | Room 122 | Grades 9-College | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Project Pipeline: Using Inquiry to Build a Network of Teachers and Students from Low SES Schools |
| Through Project Pipeline, we focus on inquiry to build a network of teachers and students from low SES schools. Teachers engage in and observe authentic inquiry before implementing it in their own classrooms. We will share problems, strategies, and results in our five-year project efforts. |
| Presider: | Alexis Kopperman, Rowan University, Cherry Hill, NJ |
Speaker(s): |
Bob Horton, Clemson University, Clemson, SC |
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| 44 | 10:30 - 12:30 | Room 230 | All Grades | Double Session | Strand 4: Leadership with the Spirit of Equity and Access
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| How Can We Help Close the Achievement Gap? |
| We will examine and discuss the NCTM position paper on the achievement gap and experience some techniques and strategies that have had an impact on a number of educators committed to helping close the achievement gap. Take these techniques and strategies with you back to your sites. |
| Presider: | Joan J. Vas, Kean University, Matawan, NJ |
Speaker(s): |
Bob McDonald, Cartwright School District, TODOS: Mathematics for All, Phoenix, AZ
Linda M. Fulmore, Consultant, Cave Creek, AZ |
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| 45 | 10:30 - 12:30 | Room 240 | Grades 6-8 | Double Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Scaffolding and Front-Loading: The Secret to English Language Learners’ Success in Middle School Math |
| This session will focus on classroom-tested, easy-to-implement pre-algebra units that enable English Language Learners and Special Education students to build a conceptual understanding of algebra concepts. Several units will be presented and a discussion will follow on “how” and “why” scaffolding and front-loading was used. |
| Presider: | Jean Ware, Caddo Parish School Board, Shreveport, LA |
Speaker(s): |
Susan Mercer, Santa Ana Unified School District, Santa Ana, CA |
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| 47 | 11:30 - 12:30 | Room 120/124 | All Grades | Major Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Best Practices for English Language Learners with Implications for ALL Learners—Lessons from Research and Classrooms |
| What are the barriers to teach English Language Learners in mathematics? What can we do to help teachers and their students overcome them? In this session we will learn “what works” from research and practice, with implications for teaching all students, and addressing the achievement gap. |
| Presider: | David W. McKillop, NCSM First Vice President, Chignecto-Central Regional School Board, Truro, NS |
Speaker(s): |
Miriam A. Leiva, TODOS President, University of North Carolina-Charlotte, Charlotte, NC |
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| 55 | 11:30 - 12:30 | Room 122 | Grades PK-5 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Project A+ (Autism + Mathematics = Communication) |
| We will share the important results of our research findings in working with autistic children. Statistically significant differences between pre- and post-test scores indicated that students with high- and medium-functioning autism are able to increase knowledge of mathematical concepts when exposed to systematic instruction in math. |
| Presider: | Joan Flewelling, Orange County Public Schools, Orlando, FL |
Speaker(s): |
Hui Fang H. Su, Nova Southeastern University, North Miami Beach, FL
Tony Bright, Nova Southeastern University, Fort Lauderdale, FL
Sandra Trotman, Nova Southeastern University, Fort Lauderdale, FL |
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| 63 | 12:50 - 1:50 | Room D | Grades PK-12 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| District-Wide Improvement of Mathematics Teaching and Learning: Lessons from Pittsburgh |
| This session will describe how district-wide reform has evolved over time, as leaders have tried to provide high-quality professional development to all teachers, deal with the revolving doors of school and district administrators, and use internal and external resources to the best advantage. |
| Presider: | Fran Berry, NCSM Treasurer, Highlands Ranch, CO |
Speaker(s): |
Diane J. Briars, Pittsburgh Public Schools, Pittsburgh, PA |
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| 64 | 12:50 - 1:50 | Room E | Grades 6-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Preparing Middle School Teachers to Develop Students’ Problem-Solving Abilities in Algebra |
| Key ideas of algebra and problem-solving methods for exploration in grades 6-9 will be described. Strategies for helping teachers to become better problem solvers and teachers of algebra will be presented. Attendees will engage in several of the activities that are part of the professional development model. |
Speaker(s): |
Carol R. Findell, Boston University, Boston, MA |
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| 70 | 1:00 - 3:00 | Room 230 | All Grades | Double Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Professional Development to Strengthen Collaboration Between Math Teachers and Special Educators: A Key to Improving Math Learning by Students with Special Needs |
| What are ways to help math teachers and special education educators collaborate to effectively teach students with special needs? What works well in different school contexts and what challenges can get in the way? Participants will experience professional development activities they can use with teachers in their own districts. |
| Presider: | Janice Krouse, Illinois Mathematics and Science Academy, Aurora, IL |
Speaker(s): |
Fred E. Gross, Education Development Center, Newton, MA
Amy Brodesky, Education Development Center, Newton, MA
Anna S. McTigue, Education Development Center, Newton, MA |
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| 71 | 1:00 - 3:00 | Room 240 | All Grades | Double Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Working Toward Equitable Interaction when Teachers Talk and Work Together |
| How might professional developers attend to status issues that emerge when we work with teachers? If we choose to have teachers work in groups, what do we need to know and do to make their talk and work more equitable? We will use a narrative case to ground our thinking and talking. |
| Presider: | Deborah Lane, Math Helping Corps, Office of Superintendent of Public Instruction, Maple Valley, WA |
Speaker(s): |
Ruth M. Tsu, Teachers Development Group, West Linn, OR |
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| 82 | 2:00 - 3:00 | Room E | Grades PK-12 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| NCSM Road Map to Instructional Leadership: A Pathway to Achieving Equity in Mathematics |
| NCSM has launched a major project in an effort to address the needs of school administrators in becoming instructional leaders. The Road Map will become a way for NCSM members to interact directly with principals and other math education leaders to improve mathematics teaching through managing the implementation of effective mathematics programs. |
Speaker(s): |
Ted H. Hull, NCSM S2 Regional Director, Charles A. Dana Center, Austin, TX
Kay Gilliland, NCSM Past President, Oakland, CA |
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| Strand 4 Sessions -- Tuesday, April 25, 2006 |
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Strand 4. Leadership with the Spirit of Equity and Access
Help other leaders become familiar with programs, strategies, and materials that ensure access to quality mathematics for all students. Consider questions such as: What programs or strategies have you used to help ensure your schools provide access and equity for every student? What materials have you found that are effective in dealing with equity and access issues? Have you a model for access and equity that you feel should be shared with other leaders? What strategies have you used for teachers, schools, or districts that have been slow to respond to equity and access issues?
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| 99 | 8:00 - 9:30 | Room B | Grades 6-12 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Video Studies of Students at Risk: School-Based Teacher Leaders Turn the Cameras on Their Classrooms |
| At-risk students often fail to engage in the problem solving central to exemplary mathematics curricula. In order to study this problem and pioneer solutions, a corps of 50 school-based teacher leaders from Delaware districts videotaped mathematics lessons with a special focus on the problem-solving behaviors of at-risk students. |
| Presider: | Jan Shetzler, Caesar Rodney School District, Magnolia, DE |
Speaker(s): |
Jon R. Manon, University of Delaware, Newark, DE
Valerie Maxwell, Appoquinimink School District, Odessa, DE
Janice McCarthy, Red Clay Consolidated School District, Wilmington, DE |
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| 100 | 8:00 - 9:30 | Room 232 | All Grades | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Infusing Issues of Equity into Professional Growth |
| Participants will be actively engaged in activities designed to address issues of equity for both preservice and inservice teachers. Structures to discuss issues will be practiced. Ideas, agendas, and resources will be shared. |
Speaker(s): |
Nora G. Ramirez, Arizona State University, Tempe, AZ |
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| 105 | 9:15 - 10:15 | Room 122 | Grades PK-5 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| How Does Lesson Study Encourage Equitable Access to Math Content and Increase Student Achievement? |
| The presenters will review the work of the San Mateo-Foster City Lesson Study Project through a lens of equity and increased student achievement. Student data from a school that has 100% Lesson Study participation will be shared, as well as examples of student work. |
| Presider: | Dianne Moore, Chicago Public Schools, Olympia Fields, IL |
Speaker(s): |
Barbara E. Scott, San Mateo-Foster City School District, San Mateo, CA
April I. Cherrington, San Mateo County Office of Education, Redwood City, CA |
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| 106 | 9:15 - 10:15 | Room D | Grades PK-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Teaching and Learning Mathematics for Productive Citizenship and a Better World |
| At NCSM’s 2005 annual conference, D’Ambrosio offered a math education framework to develop productive citizenship, learners’ sense of service to community, and learners’ desire for a world of more peace and less war. How can we implement such a framework? This session explores some answers. |
| Presider: | Eleanor Linn, University of Michigan, Ann Arbor, MI |
Speaker(s): |
Fredrick L. Silverman, University of Northern Colorado, Greeley, CO
Jenni L. Harding-DeKam, University of Northern Colorado, Greeley, CO
Susan Thompson, University of Northern Colorado, Greeley, CO
Gary H. Fertig, University of Northern Colorado, Greeley, CO |
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| 116 | 10:00 - 11:30 | Room F | Grades 6-12 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Creating Access to Numerical Power for All Students and Teachers |
| Lack of numerical power is a frequent obstacle in students having access to higher mathematics. We will discuss specific strategies and tools leaders can provide their teachers in the struggle to assist all students in reaching mastery in numerical reasoning. We will present the tools and results from initial implementation. |
| Presider: | Tanna Nicely, Knox County Schools, Knoxville, TN |
Speaker(s): |
Pamela W. Harris, Consultant, Kyle, TX
Timothy Pope, Key Curriculum Press, Emeryville, CA |
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| 117 | 10:00 - 11:30 | Room B | Grades PK-12 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Designing a Leadership Development Program for Teachers in Mathematics and Equity: Ideas, Activities, and Strategies That Make a Difference |
| What are critical elements for developing and supporting teacher leaders in mathematics education? Engage in activities and strategies used successfully to promote teacher leadership and increase teachers’ understanding and ability to address issues of access and equity. Sample agendas, institute schedules, and resources will also be shared. |
| Presider: | Alison Claus, Consultant, Vernon Hills, IL |
Speaker(s): |
Nancy Z. Terman, University of California, Santa Barbara, CA |
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| 123 | 10:30 - 11:30 | Room E | Grades PK-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| “Start Here” Strategies Leaders Can Use to Close the Achievement Gap |
| A university mathematics educator who specializes in achievement of students of color and a former NCSM President will share ideas identified by the Project to Uplift Mathematics Proficiency (PUMP). PUMP’s mission is to convert mathematics from a filter into a pump that will propel all students to opportunity. |
Speaker(s): |
Lesa M. Covington Clarkson, University of Minnesota, Minneapolis, MN
Ross Taylor, Former NCSM President, Minneapolis, MN |
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| 124 | 10:30 - 11:30 | Room 125 | Grades 3-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| How Hands-on Transparencies Are the Door to Language, Concepts, Skills, and Applications of Fractions, Decimals, and Percent |
| This session demonstrates how students use transparent area models to bring to life key concepts, skills, language, and applications of rational numbers – inhibiters to access and equity. Students, in the driver’s seat, take control of their own learning. They manipulate models and describe results in mathematics language and pictures. |
| Presider: | Jennie Bennett, Houston Independent School District, Houston, TX |
Speaker(s): |
Dorothy S. Strong, Former NCSM President, Olympia Fields, IL
Marie Jernigan, Consultant, Gary, IN |
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| 138 | 2:15 - 3:15 | Room F | All Grades | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Integrating Strategies for English Language Learners (ELLs) and Standards-Based Mathematics: What Does It Look Like? |
| What instructional strategies are “just good teaching” and what additional strategies must be in place for ELLs? This session will address the overlap of standards-based mathematics instruction and strategies for ELLs, including unique support for ELLs. Professional development strategies will be shared. |
| Presider: | Edna Bazik, National-Louis University, Lisle, IL |
Speaker(s): |
Jennifer M. Bay-Williams, Kansas State University, Manhattan, KS
M. Gail Shroyer, Kansas State University, Manhattan, KS
Yoli Carter, Kansas State University, Manhattan, KS |
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| 139 | 2:15 - 3:15 | Room 121 | Grades 3-8 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Developing Algebraic Thinking in Grades 6-8 for Lower Achieving and Special Education Students |
| This session will focus on meeting the mathematics needs of lower-achieving and special education students in middle grades. Research from a two-year study in Charlotte-Mechlenberg Schools will be shared. Specific examples of lessons used will be demonstrated. |
| Presider: | Judy Werner, Slippery Rock University, Mars, PA |
Speaker(s): |
Brian E. Enright, National Training Network, Greensboro, NC |
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| 140 | 2:15 - 3:15 | Room D | Grades PK-5 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Evaluating and Implementing a K-6 Math Program for ALL Students |
| The process of evaluating and implementing a new K-6 mathematics program that includes regular education, special education, and Basic-Skills teachers will be examined in response to meeting the challenge of the NCLB goal of providing all students with the mathematical knowledge, skills, and confidence they will need to succeed. |
| Presider: | Jean Frankie, Lamar Consolidated Independent School District, Rosenberg, TX |
Speaker(s): |
Deborah L. Ives, West Milford Township Public Schools, West Milford, NJ |
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| Strand 4 Sessions -- Wednesday, April 26, 2006 |
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Strand 4. Leadership with the Spirit of Equity and Access
Help other leaders become familiar with programs, strategies, and materials that ensure access to quality mathematics for all students. Consider questions such as: What programs or strategies have you used to help ensure your schools provide access and equity for every student? What materials have you found that are effective in dealing with equity and access issues? Have you a model for access and equity that you feel should be shared with other leaders? What strategies have you used for teachers, schools, or districts that have been slow to respond to equity and access issues?
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| 159 | 8:00 - 9:00 | Room 122 | Grades PK-5 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Mathematically Assessing Culturally and Linguistically Diverse Children |
| In this session, assessment practices at a grades K-2 elementary school will be described, tasks will be shared, and student work samples will be shown. Participants will discover what teachers have learned from using multiple assessment strategies to improve the mathematics instruction of culturally and linguistically diverse children. |
| Presider: | Frances L. Fullilove, Chicago Public Schools, Chicago, IL |
Speaker(s): |
Richard S. Kitchen, University of New Mexico, Albuquerque, NM |
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| 160 | 8:00 - 9:00 | Room D | Grades 9-12 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| INTERVENTION: The Dynamic, Often Missing, Ingredient That Can Level the Playing Field for Today’s Algebra Students |
| Equity demands easily accessible intervention for every student in first-year algebra. Experience models that support access and equity through short and long-term interventions that make failure unnecessary. Learn how one school complements traditional instruction with dynamic intervention to provide additional time and support for students in first-year algebra. |
| Presider: | Penelope Williams, Anchorage School District, Eagle River, AK |
Speaker(s): |
Patricia A. Taepke, Covina-Valley Unified School District, Covina, CA |
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| 168 | 8:00 - 9:30 | Room C | Grades PK-5 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Meanings of Numerical Operations Through Word Problem Solving: Access to All Through Student Situational Drawings Within an Algebraic Approach |
| I’ll report ten years of classroom research focused on helping students from all backgrounds understand, solve, and write word problems in order to understand meanings of the numerical operations addition, subtraction, multiplication, and division for whole numbers, decimal numbers, and fractions, and relate them to their own lives. |
| Presider: | Linda Coutts, Columbia Public Schools, Columbia, MO |
Speaker(s): |
Karen C. Fuson, Consultant, Fallbrook, CA |
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| 171 | 9:15 - 10:15 | Room 120/124 | Grades PK-8 | Major Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Examining State-Level Mathematics Curriculum Frameworks: What Is the National Number and Operation Curriculum in the United States? |
| Findings of an analysis of state-level K-8 curriculum will be shared. Many of these documents have been developed in the past two to three years, in part, as a result of NCLB legislation. To what extent are the grade-level learning expectations within the Number and Operation strand consistent across states? |
| Presider: | Don Balka, NCSM C1 Regional Director, Saint Mary's College, Notre Dame, IN |
Speaker(s): |
Barbara J. Reys, University of Missouri, Columbia, MO
Shannon Dingman, University of Missouri, Columbia, MO
Travis Olson, University of Missouri, Columbia, MO
Angie Sutter, University of Missouri, Columbia, MO
Dawn Teuscher, University of Missouri, Columbia, MO |
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| 175 | 9:15 - 10:15 | Room 125 | Grades 9-College | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Dispelling the MYTH: Mathematicians and Math Educators Cooperatively Instruct Teachers in MASTI, a Masters’ Degree and Certification Program |
| Mathematicians, math educators, and public educators cooperatively share in the preparation of teachers who provide their students access to quality mathematics and research-based instructional strategies. Students are exposed to urban and suburban placements and taught ways to incorporate the knowledge of all three educational groups. |
| Presider: | Susan R. O’Connell, University of Maryland, College Park, MD |
Speaker(s): |
Karen A. Cannon, Maryville University, St. Louis, MO
Min Deng, Maryville University, St. Louis, MO
Jackie Boyce, Parkway School District, St. Louis, MO |
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| 185 | 10:00 - 11:30 | Room F | Grades 6-12 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| A SMART Way to THRIVE in Algebra: An Approach for Fostering the Spirit of Equity and Access |
| This session details strategies, including a professional development model, used in a district’s summer and Saturday programs that promote access and equity for all students in Algebra I. Participants will engage in hands-on activities, including technology and games, which drive student motivation to learn. |
| Presider: | Jim Burr, Los Angeles Unified School District, Los Angeles, CA |
Speaker(s): |
Vanessa E. Cleaver, Little Rock School District, Little Rock, AR
Marcelline C. Carr, Little Rock School District, Little Rock, AR |
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| 186 | 10:00 - 11:30 | Room G | Grades 3-8 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Help Teachers Support English Learners: Include Questioning, Visuals, and Lesson-Planning Maps |
| Incorporate English Language Development instructional strategies for mathematics and language acquisition into all of your inservices. Help teachers plan their lessons to meet the needs of students acquiring English. Experience a model lesson that focuses on pre-planning mathematical questions using visuals, and examine our lesson-planning map and “sound-bites.” |
| Presider: | Roger Day, Illinois State University, Bloomington, IL |
Speaker(s): |
Grace Coates, Lawrence Hall of Science, University of California-Berkeley, EQUALS, Berkeley, CA
Drew Kravin, Alameda County Office of Education, Hayward, CA
Debra Coggins, D. Coggins & Associates, Lafayette, CA
Maria Carroll, Alameda County Office of Education, Oakland, CA |
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| 187 | 10:00 - 11:30 | Room 232 | Grades PK-5 | Extended Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Access and Equity: Problems and Questions for Leaders to Ponder |
| How can problems be presented so that they engage students to think, strategize, and solve them? In this session, we look at problems, questions, and ideas teachers and leaders use as they work toward access and equity in the classroom. |
| Presider: | Wendy Foreman, Consultant, Wake Forest, NC |
Speaker(s): |
Myriam Steinback, TERC, Cambridge, MA
Janice V. Rook, Boston Public Schools-Retired, Boston, MA
Michelle J. Perch, Clark County School District, Las Vegas, NV |
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| 192 | 10:30 - 11:30 | Room D | Grades 6-12 | Regular Session | Strand 4: Leadership with the Spirit of Equity and Access
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| Sources of Math Anxiety Among Minority Students in High Poverty Schools Who Fail Algebra |
| Los Angeles County African-American and Latino students who repeated Algebra were given the Math Anxiety Rating Scale (MARS-A) to determine their sources of math anxiety. The results were compared to the norm group, as well as to sub-groups within the study. Several findings were statistically significant. |
| Presider: | Raymond St. Pierre, DeVry University, Arlington, VA |
Speaker(s): |
Felicia K. Clark, Los Angeles Unified School District, Los Angeles, CA |
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