Test Sessions

Pre-Conference Session: Empower Teachers Leaders as Agents for ALL

Pre-Conference Session: NCSM Essential Actions for Site-Based Leaders

Affiliate Breakfast

First-timers Session

Keynote: Courageous Edventures, Jennie Magiera

Building a Mathematics Coaching Community

Facing a growing need for qualified math coaches in our area, math specialists at the University of Alabama in Huntsville developed a coaching community to prepare teacher leaders to become math coaches and to enhance the skills and knowledge of current coaches. We will share the resources we are using to develop their  mathematical content and pedagogical knowledge and how we are helping them to work with adult learners.

Lead Speaker: Jeanne Simpson
Co-Presenter: Sheila Holt
Co-Presenter: Lisa McDonough
Co-Presenter: Carrie Plank
Co-Presenter: LeShell Smith

Building Capacity for Rigor and the Mathematical Practices in High School Classrooms

What might Rigor look like in a high school mathematics classroom? In what ways might students demonstrate the eight mathematical practices? In what ways are rigor and the mathematical practices inseparable? Participants will experience multiple answers to these three questions that will increase their own capacities in three ways. Participants will increase their capacity for mathematical knowledge, coaching other mathematics teachers, and directly teaching mathematics to students in Grades 9-12.

Lead Speaker: Tim Truitt
Co-Presenter: Phil Daro

Building Math Leadership Teams in Chicago Schools

How do we build leadership capacity within schools to positively impact math teaching and learning? This session will share our work to develop and support math leadership teams, including administrators and teacher leaders, in four Chicago Public Schools. We will discuss ways that teams set goals and strategically planned and implemented school-wide improvement efforts, emphasizing teacher learning through collaboration and professional development sessions. We will also discuss efforts toward sustaining the work after our partnership ends.

Lead Speaker: Jeanne DiDomenico
Co-Presenter: Debbie Leslie
Co-Presenter: Anastasia Hildner

Challenge Accepted: Preparing All Students for the Future with Mathematical Rigor

When students face challenging problems, we don’t want them to give up. We want them to make connections, think creatively, and try different avenues toward solutions. The goal of rigorous math instruction is to guide all students to become highly capable problem solvers in non-routine situations, prepared for future success. Join MIND Research Institute, a nonprofit specializing in neuroscience and education research, to discuss what true rigorous learning can look like.

Lead Speaker: Nigel Nisbet

Coaching: Connecting and Collaborating to Inspire Teachers to Meet the Needs of Each and Every Learner

Coaching: the connection for inspiring teachers toward impactful lesson planning and instruction.  Move teachers from text-reliance to innovative lesson design, founded on mathematics standards and learners’ needs. We’ll share our collaborative initiative which inspired teachers to discover mathematical understandings and visionary instruction, resulting in a 71% increase on state-based testing.  Build expertise leading teachers, and ultimately students, into greater achievement and success. Explore unit templates and differentiated lesson strategies to equip and excite your teachers.

Lead Speaker: Lori Everson
Co-Presenter: Nanci Smith

Defining Rigor in the Math Classroom

“Rigor” is a fraught word in mathematics education.  It has carried with it both hope and punishment for historically underserved populations.   In this session, we will first explore a modernized meaning of rigor in mathematics education, developed in partnership with leading K-12 and Higher Education mathematicians. We will then dive deeper into the implications that a shared definition of rigor could have on equity-minded leadership, curriculum and instruction, including practical recommendations for implementation.

Lead Speaker: Michael Greenlee
Co-Presenter: Douglas Sovde

Developing a Keen Eye: A Research-Based Coaching Protocol that Shifts Teachers’ Orientation Around Classroom Video-Based Conversations

Participants will experience an innovative video-based classroom analysis protocol that has been empirically linked to teachers’ usable content knowledge, instructional practices, and student achievement (Kersting, 2010, 2012). We will unpack the usefulness of the keen-eye protocol as a coaching model and as a means for promoting teaching for conceptual understanding (Hiebert & Grouws, 2007).  How do teachers respond to classroom video after developing this keen eye? We will share insights gained (and data) from our work.

Lead Speaker: Jamila Riser
Co-Presenter: Valerie Maxwell

Educative Curriculum…Educative for Whom? Explore Opportunties for Learning within Illustrative Mathematics K-5 Curriculum

Do you feel as if teaching and learning happen in isolation? Want to think more about what it can look like and sound like to work on student learning and teacher learning in tandem? Come explore educative structures in the upcoming Illustrative Mathematics K-5 Curriculum that support adult and student learning.  Learn from work that’s been done with preservice and inservice teachers, coaches, and administrators.

Lead Speaker: Jody Guarino
Co-Presenter: Shelbi Cole
Co-Presenter: John Drake
Co-Presenter: Kristin Gray
Co-Presenter: Allison Hintz

Eight Instructional Responses to Formative Assessment: Coaching Instructional Decisions

The teachers you work with have focused on using formative assessment to better understand student knowledge. Now those teachers are asking you about what they should do next based on the evidence. In this session, we will explore eight instructional responses to be used in responding to evidence of fraction understanding. We will use the evidence from a set of student work to consider instructional responses based on the evidence.

Lead Speaker: Elizabeth Petit Cunningham
Co-Presenter: Christine Farnham

Implementing real-world learning experiences to provide students equitable learning and assessment opportunities

Do you wonder what your students are thinking while they are grappling with a complex, real-world learning experience? We must, as mathematics educators, be able to elicit student thinking and make effective instructional decisions based on those thoughts. Participants will utilize an implementation protocol, anticipate a variety of student solution pathways and explore effective teacher actions to promote equitable learning and assessment opportunities for all students.

Lead Speaker: Julie Thiele

Making IMPACTS: Transforming Teachers into Classroom and Regional Change Agents

Change Agents grow from inciting passion, establishing collaborative communities of practice, creating content development opportunities, and providing intentional strategic support.  IMPACTS, a partnership between public schools, a community foundation, and university outreach. IMPACTS improves elementary school mathematics teaching and learning, retains teachers through satisfaction and success, and provides teacher leadership pathways. We will share program structures and 4 years of lessons learned.

Lead Speaker: Melissa Hosten
Co-Presenter: Carrie Burdon
Co-Presenter: deborah Black
Co-Presenter: Eboney McKinney
Co-Presenter: Elisabeth Bankhead
Co-Presenter: Nancy Casagrande

Making Mathematics Accessible: Supporting Teachers to Engage with English Learners and Diverse Learners

In this interactive session, we will focus on concepts and instructional strategies to support access and achievement in mathematics for all students, especially English Learners and diverse learners. Participants will investigate methods that teach academic vocabulary and support academic discussions, including concrete, effective ways to help learners enrich their understanding of mathematical concepts. We will also spend time developing a plan to support teachers in implementing strategies in their classrooms.

Lead Speaker: Katie Salguero
Co-Presenter: Angela Knotts

Math We Can! A Lab Approach to Growing Students as Mathematicians and Building Teacher Efficacy

The ability to examine the link between specific mathematics teaching practices and student learning requires that teachers build new understandings, skills, and mind frames. Learn about a professional-learning and coaching process which increases teacher effectiveness through formative assessment aligned with research-based instructional practices and curriculum standards. Plan for implementation of this lab approach to empower teachers and students as learners and mathematicians and improve mathematics achievement in your own setting.

Lead Speaker: Sue Chapman
Co-Presenter: Mary Mitchell

Mathematical Language Routines: Coaching for Access and Equity

Join us to engage in Mathematical Language Routines (MLRs) that support students in simultaneously meeting language demands while building content knowledge. Learning to use MLRs in daily instruction is a journey. Let’s explore how coaching teachers through this work ensures every student has access. In sharing samples from our work with teachers, you’ll leave inspired to try these MLRs with your own communities!

Co-Presenter: Vanessa Cerrahoglu
Lead Speaker: Craig Schneider

NCSM Coaching Kick-Off Session!

Are you a coach or teacher leader or new to coaching? Is this your first time attending the NCSM conference? Join us at the kick-off session where you will network with other coaches and teacher leaders. We will show you the foundational elements for math coaching and direct you to sessions related to your areas of growth. You won’t want to miss this session!

Lead Speaker: Georgina Rivera
Co-Presenter: Jackie Palmquist

Number Progressions in Action: Meeting the Needs of ALL Students at the Small Group Table and Beyond

Come learn how as a large school district we successfully supported our instructional coaches in the implementation of number progressions in their primary classrooms.  Our goal was to support teachers in making day to day instructional decisions during their small group teaching to ensure that ALL students’ needs were being met.  The trainings we offered, resources we used, materials developed and the success we have seen will be shared with all!

Lead Speaker: Michelle Luster
Co-Presenter: Leslie Grayson

Presidents Exchange – ASA PreK-12 GAISE 2 – Enhancing the Spirit of School Level Statistics in GAISE 1

This session focuses on the Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education (GAISE) Framework Report 2 unveiled April 2020. The original GAISE (published 15 years ago) has significantly impacted state, national, and international standards and policy. GAISE2 addresses the future essentials in statistics curriculum maintaining the spirit of GAISE1 across school levels with enhancements to changes in data types, types of data sets, technology, assessment, and the necessity of always questioning the data.

Lead Speaker: Christine Franklin

Redesigning School Improvement Structures: Leveraging School Coaching Teams as Direct Support to Schools

Leveraging change in the mathematics classroom requires strong instructional leadership (NCSM Essential Actions: Instructional Leadership in Mathematics Education, 2019).  In this engaging session, participants will examine innovative ways to enhance the school improvement planning process to build leadership capacity, provide ongoing support to schools. Participants will examine how a school coaching team model may be used to facilitate school improvement planning, develop administrators as instructional leaders, and provide ongoing support to school teams.

Lead Speaker: Jenny Novak
Co-Presenter: Bill Barnes

Sponsor Showcase – The College Board “All Students Can Succeed in Pre-AP Mathematics”

Supporting Professionals to Counteract Racism and Oppression in the Discretionary Spaces of their Work

This presentation will focus on ways to help educators learn to use their discretionary power to counteract patterns and habits of practice that reproduce racism and inequity.  We will investigate how these patterns can be interrupted and replaced with practices that support justice and equity. Focusing on the important work of those who support teachers, this session will examine how to develop systematically and make possible instruction that deliberately disrupts inequity.

Lead Speaker: Deborah Ball

The Road to Representation: Coaching a yearlong PD plan.

Do your teachers value the importance of representation?  Hear about a year long journey of how 2 math coaches guided teachers through task selection, planning, implementation, and assessment through the lens of representation.  In this hands on session, participants will analyze tasks that provide representation, student work samples, and discuss next steps that will guide future instruction.

Lead Speaker: Randi Blue
Co-Presenter: Cheryl Akers

Regional Team Leaders Meeting – DO NOT POST IN PROGRAM

A Journey Toward Improving Math Outcomes for Students

Discover how eight districts are collaborating to learn what impacts student learning. Teachers, coaches, and administrators focused on developing growth mindset, learning about instructional practices, and supporting continuous improvement.

Lead Speaker: Kim Webb
Co-Presenter: Stephanie Verners

Coaching to Improve Teacher Questioning

Teachers ask many questions every day. How can coaches help teachers to use questioning effectively to improve student achievement? This session examines how teachers plan, ask, and reflect on their use of questions. Support teachers to focus on student thinking and use actions to ensure that students are the ones making sense of their strategies in solving problems. This session provides tools for coaching teachers to create environments where students do the sense making.

Lead Speaker: Edward Nolan

Collaborative Coaching Structures: Building a Teacher Centered Coaching System

This session explores a unique teacher centered, collaboration based coaching system.  An overview of the systemic structure will be shared. Participants will explore how mathematics coaches engage with teachers and leave with tools and resources that may be used in their schools or districts to establish or redefine mathematics coaching. Considerations and support for developing a systemic collaborative based coaching model will be shared for district/school level administrators, coaches and teacher leaders. .

Lead Speaker: Denise Trakas
Co-Presenter: Ben Beckam
Co-Presenter: Channon Toles
Co-Presenter: Christin O’Keefe

Contextualizing Coaching with IC Maps and Video

Innovation Configuration (IC) maps guide coaching conversations by helping teachers focus on the concrete and tangible aspects of teacher and student actions that lead to deep conceptual understanding. Dana Center’s research-informed IC maps provide the context for coaches and teachers to engage in reflective ongoing learning, assessment of needs, and goal setting for improvement. Participants in this session will use video analysis of mathematics classrooms to practice needs assessment and goal setting conversations.

Lead Speaker: Shelly LeDoux
Co-Presenter: Jacqueline LeJeune

Designing Transformational Professional Development Opportunities for Diverse Adult Learners-Let’s Get Andragogical!

One of the many responsibilities of a mathematics coach is providing professional development in order to increase teachers’ mathematical content and pedagogical knowledge. Designing transformational professional development requires the application of the principles of learning to adult learners (andragogical knowledge). This interactive session will provide strategies that can easily be implemented to meet the needs of diverse adult learners when planning professional development opportunities.

Lead Speaker: Sandra Davis

Effective Leadership in the Implementation of Proficiency-Based Grading and Reporting in Mathematics

The proficiency-based grading and reporting movement is at a critical stage with numerous innovative approaches being modeled and assessed. This session features the learning, challenges, and successes of implementing and evolving this work within mathematics teaching and learning. Key insights into developing teacher, students, and community capacity and support for engaging in proficiency-based teacher/student relationships will be shared. Burgeoning challenges and areas for improvement will be discussed and program-wide student learning data will be shared.

Lead Speaker: Darshan Jain

Gonna Lay Down My Burdens! Leading Mathematics from the Center of Culturally Relevant Teaching and Social Justice

Leaders of school mathematics are faced with re-envisioning school mathematics for students who have been historically marginalized by stagnant, disconnected teaching practices, curriculum and leadership. The power of culturally responsive practice lies in radically challenging what mathematics is, how mathematics is taught and led, and who can be successful doing it. In this session, participants explore samples of relevancy and core leadership practices that make it possible to center student and community culture in school and district success.

Lead Speaker: Lou Matthews
Co-Presenter: Shelly Jones
Co-Presenter: Rebeka Matthews Sousa
Co-Presenter: Yolanda Parker

How Might We Rethink Intervention?

Do you have students who struggle and need intervention? What is the answer? Pre-teach? Vocab drill? More practice? Join us to experience intervention redesigned; a course focusing on relationships, problem-solving, and enjoying mathematics. Experience activities to support students as they rebuild their mathematical identity and hear comments from student surveys.

Lead Speaker: Karen Wootton

Improving Student Achievement through Engaging and Equitable Lesson Design by Supporting Teachers through Collaborative Processes

Teaching mathematics based on student interest, student needs, and background is a major component of engagement in learning.  How do we design lessons that not only engage students but are equitable for those who are marginalized? What structures and professional learning must be in place for teachers?  Learn how to support teachers in engaging students in rigorous, equitable mathematics instruction through the lessons learned in a high poverty, greatly diverse, urban school system.

Lead Speaker: Natalie Crist
Co-Presenter: Kelly O’Connell

OPEN

Orchestrating Productive Mathematics Discussions: Overcoming the Challenges

The 5 Practices — anticipating, monitoring, selecting, sequencing and connecting –provide a model for effectively using student responses in whole-class discussions that is intended to make discussions more manageable by moderating the degree of improvisation needed during the lesson. Enacting the model, however, is not without its challenges.  This session will focus on identifying challenges associated with orchestrating productive mathematics discussions and providing insights on how to address those challenges.

Lead Speaker: Margaret Smith

Ross Taylor Past Presidents’ Session: Speed Chats for Leaders Around Critical Challenges and Effective Solutions

Join us as participants and former NCSM Presidents meet to explore critical leadership issues in the charged and engaging session format of Speed Chats.  The brief series of small group conversations will allow colleagues to discuss critical issues facing mathematics education today and to share possible solutions to benefit leaders at all levels. This session is designed for new and experienced leaders alike!

Lead Speaker: John Staley
Co-Presenter: Diane Briars
Co-Presenter: Linda Gojak
Co-Presenter: Carole Greenes
Co-Presenter: Timothy Kanold
Co-Presenter: Henry Kepner
Co-Presenter: Steve Leinwand
Co-Presenter: Valerie Mills
Co-Presenter: Suzanne Mitchell
1Co-Presenter: Connie Schrock

Sponsor Showcase – Big Ideas, “Teaching Math Effectively and with Confidence”

Supporting Teachers in Planning to Facilitate Rich Tasks

Join us as we explore ways to support teachers in planning to facilitate rich tasks. We will plan a sample task by previewing mathematical content and practices, brainstorming students’ strategies and misconceptions, and examining ways to support all students while maximizing their opportunities to learn. Participants will walk away with a template they can use to support teachers in planning to facilitate any rich mathematical task.

Lead Speaker: Kathryn Flores

Taking Teacher Leadership and Learning to the Next Level: A Model for Professional Learning Cadres

Teachers working together to try new techniques not only build their own skills, but also have the best chance of helping other teachers see the potential of something new. We will discuss our development of collaborative teacher cadres who conduct action research and then facilitate professional learning experiences in district mini-conferences. Participants leave with tools for organization, resources, and tips for utilizing local resources to build teacher leaders and create low-cost, effective professional learning experiences.

Lead Speaker: Natevidad Casas
Co-Presenter: Chantelle Elliott
Co-Presenter: Marjorie Huber

The Coaching Equation: Five Steps to Formulate Effective Math Coaching

Looking for the formula to build effective coaching relationships? Join us as we share our 5-step approach to individualize support for teachers in all grade levels. Participants will explore our systematic coaching method, collaborate to create reflective questions and generate specifc action steps desgined to move all teachers toward effective instruction.

Lead Speaker: Lynley Smith
Co-Presenter: Staci Torok

The Math Shark Tank: Entrepreneurial Challenges for Middle Grades

The Design & Pitch (D&P) Challenges in STEM is a novel mathematics curricular framework that combines features of project-based learning, design-based learning, and entrepreneurial-based learning within entrepreneurial pitch competitions. Attendees will explore the overarching framework, overviews of the nine challenges, and an example challenge in which students build, test, refine, and monetize rating/ranking algorithms. Presenters will discuss preliminary findings on how this framework can increase students’ interest and engagement in STEM, while supporting mathematics learning.

Lead Speaker: Michael Belcher
Co-Presenter: Jere Confrey
Co-Presenter: Erin Krupa

Understanding the Why Behind What We Do: Manipulatives and Area Models For Building Connections to Multiply Fractions

This hands-on session uses visual models and manipulatives to stress connections between the area model and procedural fluency when multiplying fractions and mixed numbers.  Further exploration with manipulatives and models illuminates connections to an algorithm and procedural fluency required in upper elementary grades.  A reflective look at coaching partnerships shows advancement of teachers’ learning as they gain meaningful understanding based on connections and highlights the effects on student engagement and conceptual development of mathematical content.

Lead Speaker: Denise Porch

Using a Variety of Media to Lead Courageous Conversations Among Mathematics Education Stakeholders

Marilyn Strutchens

As change agents for ensuring that each and every student has access to a meaningful and relevant mathematics education, it is important that we are able to orchestrate courageous conversations around issues of equity and social justice among stakeholders. Participants will examine a variety of media that can be used as catalysts for courageous conversations around stereotypes and beliefs about particular groups of students and dangerous assumptions about their mathematics abilities. Strategies for conducting the conversations will also be discussed.

Lead Speaker: Marilyn Strutchens

Vertical Exploration of Standards to Support Equitable Math Learning & Teaching-Expressions & Equations

Come to this hands-on workshop where we will explore  the vertical progression of standards and how this collaborative process can support both learning and teaching. Participants will build a vertical progression of mathematical standards focused on Expressions & Equations from grades 3 through Algebra. The goal is for participatns to both build their own mathematical understanding for teaching and to clarify key focus areas at each grade in order to help identify the progression of standards, any learning gaps, and needed instructional supports.

Lead Speaker: Dr. Karen Greenhaus
Co-Presenter: Gerri Dupee, M. Ed.

Why Aren’t We There Yet?

We’ve taken one bold step after another in mathematics education for decades. NCSM redefined basic skills in 1975, NCTM published a problem-solving-focused agenda in 1980 and standards in 1989. States created, then ramped up standards, with NCTM and NCSM providing resources to empower leaders and teachers. Why haven’t we seen the improvement we envisioned? Let’s look together at what’s worked, what gets in the way, and where we can go next.

Lead Speaker: Cathy Seeley

Coaching to Advance Justice: Revising Coaching Tools to Explicitly Attend to Issues of Justice and Equity

Mathematics class provides a powerful setting for disrupting historical biases about who gets to be smart. One way to take action toward this end is to revise mathematics coaching tools to include explicit moves teachers can make to advance justice, including attending to issues of status and positioning and intentionally highlighting all students’ mathematical competencies. Analyze and try out examples of such tools, and bring one of your own to revise with colleagues.

Lead Speaker: Karen Reinhardt
Co-Presenter: Amber Willis

Monday Luncheon

Building Math Residue with Lessons that Stick

Many times throughout a school year, we teach a lesson and the understanding goes out with the trash because student retention is minimal. What makes things worse, is the misconceptions we thought we addressed resurface towards the end of a unit.  Let’s explore how task selection can play a pivotal role in building math residue which helps understanding stick and it can reduce the number of times that misconceptions rear their ugly head.

Lead Speaker: Graham Fletcher

Building Mathematical Literacy through CTE

Learn how a large urban inner-city school district has worked to create opportunity within every CTE course to increase math literacy across 16 high schools.  The presenters will discuss the process used to integrate rigorous mathematical tasks within each course.  Participants will learn how to develop confidence and buy-in from CTE teachers as they integrate mathematical practices and standards into their courses using examples from multiple industries.

Lead Speaker: Jeanette Scott
Co-Presenter: Roshani Dubel

Building Teacher Capacity for Equitable Mathematics Instruction

Our district is passionate about providing the best possible learning opportunities for students. However, due to the significant demands on teachers’ time and the need to think deeply about many different subjects, they often lack opportunities to build capacity for high-level mathematics teaching. In response, we developed a year-long course to deepen teachers’ mathematical content and pedagogical knowledge. This session will share our journey and reflections regarding shifts in teacher dispositions and instructional efficacy.

Lead Speaker: Karla Bandemer
Co-Presenter: Becky Evans
Co-Presenter: Delise Andrews

Championing Excellence: Creating an Equitable, Gold-Standard Mathematics Program in Your School

In this presentation, you will see statewide efforts to define and implement a gold-standard mathematics program of excellence in each of its schools. Following an introduction to the work, you will learn how you can utilize Title IV.A funds to create your own mathematics program of excellence at the school, district, and state levels.

Lead Speaker: Christine Koerner
Co-Presenter: Levi Patrick

Collaborating with School Teams to Use Data to Differentiate Math Instruction

Today’s math teachers have tons of data at their fingertips, but may not have the training to know how to effectively use it to differentiate instruction. In this session, math leaders will learn the ways that they can guide their teacher teams to leverage data, such as Quantile measures, to collaboratively map learning paths for all students in their schools.

Lead Speaker: Bernard Frost, Ed.D

Creating Virtual Professional Learning Experiences to Build Math Content and Teaching Knowledge

To improve student outcomes, teachers must be experts in content knowledge and high-leverage, evidence-based instructional strategies. This year, Baltimore City Schools developed virtual professional learning opportunities for math teachers, aligned to grade level content, best practices, and assessment/data. Participants will experience the systems and structures our district put in place to promote a culture of continuous improvement, while reflecting on how these ideas can be leveraged in their own roles.

Lead Speaker: Beth Sappe
Co-Presenter: Smitha Hughes

Delete Deficit Thinking; Why “Low Kids” and “High Kids” is Inaccurate, Ineffective, Unethical, and Counterproductive

Educators often describe their kids as “low” and “high” kids in math. Such thinking is based not only on deficit thinking, but on an oversimplication of mathematics, mathematical development, and mathematical ability. In this presentation, I will provide research from mathematic education and neuroscience, arguing that “low” and “high kids” is not effective, not scientifically accurate, destructive to student’s construction of identities as math learners, and contributes to a lack of access to meaningful mathematics.

Lead Speaker: Rachel Lambert

Designing a Professional Learning Cohort to Support High Quality Mathematical Explanations in the Classroom

Designing a  professional learning cohort allows coaches and districts to bring about sustainable change in math classrooms. We will share the professional learning model, student data and the instructional strategies used to strengthen students’ mathematical explanations. This model provides every student clear expectations to improve individual mathematical responses to any prompt. We will explore the characteristics of a high quality explanation, strategies for getting students started in their writing, and methods for helping students make improvements to their own writings. Participants will experience the scaffolded learning progression in this session and leave with specific tasks and resources to use in their own schools right away.

Lead Speaker: Nick Freathy
Co-Presenter: Ellen Byron

Facilitaiton and Presentation Strategies That Improve Adult Learning

If the destination is to reach higher levels of learning for all students, then effective professional development alongside coaching must be a part of the school culture. Learn how to increase your effectiveness as a facilitator and coach to make learning stick! Explore innovative strategies to support the delivery of content, collaborative learning, and management of groups, including ways to have difficult conversations to overcome resistance and transform learning for deeper understanding and implementation.

Lead Speaker: Dina Mendola

Fostering Relationships and Leadership in K-8 Schools for Improving Mathematics Teaching

Our session will describe a year-long professional learning Academy designed to support teams of K-8 principals and teacher leaders in strengthening their leadership capacity for improving mathematics teaching and learning in their schools. We will report on the outcomes of the Academy and highlight the models of mathematics leadership developed by the participants. We will address the importance of developing relationships among mathematics teacher educators, school administrators, and teacher leaders to build toward equitable practices.

Lead Speaker: Betsy Berry
Co-Presenter: Sheryl Stump
Co-Presenter: Doris Mohr
Co-Presenter: Courtney Flessner
Co-Presenter: Laurie Ferry

Guided Collaboration to Support Teachers in Number Talks: Insights and Challenges

In this session I’ll share findings of a small study of two high school preservice teachers as they participated in ten cycles of guided collaboration to learn to implement Number Talks. With my support, the teachers collaborated in planning, teaching, observing each other’s Number Talks, and reflecting on what they noticed. During the session, we’ll watch videos of their planning and reflection meetings and discuss the biggest issues the teachers faced as they learned to elicit and support students’ ideas. We’ll also think together about the coach’s role in guided collaboration.

Lead Speaker: Cathy Humphreys

Helping Preservice and Novice Teachers Become Reflective, Continuous, Formative Assessment Users.

Look at a successful year­long program used to develop pre­service and novice teachers’ use of timely formative information to make effective instructional decisions. Discuss a progression of activities that support teachers with setting instructional goals and then assessing student progress toward those goals. Free apps that allow quick collection and combination of formative data will be shown. Various forms of lesson monitoring; flexible, dynamic, collaborative grouping practices; and differentiation will be discussed.

Lead Speaker: Allan Bellman

Inclusive Mathematics Coaching: Using the Coaching Model to Support Special Education

As instructional coaches, we have seen the need to build bridges between mathematics educators and special educators.  During this session, we will share our experiences in leveraging coaching to support all learners by providing opportunities for merging teacher expertise.  Participants will experience portions of job-embedded professional development we have offered special educators, focused on content, pedagogy, and growth mindset.  Attendees will also explore how coaching can empower all stakeholders and expand access to mathematics.

Lead Speaker: Melissa Eastwood
Co-Presenter: Nataliya Paquette
Co-Presenter: Peter Mitchell
Co-Presenter: Stephanie Burroughs

It’s Easier to Move a Mountain When You’ve Got Help!  Group Coaching: When teachers learn together with a coach.

This session will explore a structure that embeds professional development in the school day, bringing teachers together with a math coach to engage in collective inquiry into teaching mathematics and to plan for time to experiment with their own students. We will address the different phases of the group coaching cycle: learning together while co-planning a lesson, enacting the lesson, and debriefing together. We will show how teacher collaboration in coaching can be more impactful than individual coaching.

Lead Speaker: Donna Johnson
Co-Presenter: Jill Sapoznick
Co-Presenter: Rakhee Dodia

Secondary and Postsecondary Mathematics Alignment at Scale – It’s a Big Job and Someone Has to Do It!

More than twenty state leadership teams are working toward greater secondary-postsecondary alignment for high-quality mathematics. The Conference Board of Mathematical Sciences (CBMS) in partnership with the Dana Center and Achieve are supporting the state level teams’ work as change agents over two years. This session will provide information about the goals of the work and partnerships between k-12 and higher education, the structures used to support teams’ work, and highlights of progress made.

Lead Speaker: Katey Arrington
Co-Presenter: Ted Coe

Sponsor Showcase – Zearn, “Preview Zearn Math Middle School”

Starting the conversation: Using video cases to reflect on equitable mathematics instruction

Mathematics instruction requires a conscious shift from the Eurocentric view of teaching and necessitates that teachers confront injustice in the current educational system. Mathematics leaders must critically examine what biases emerge in observations of classroom events and identify strategies to dismantle practices that continuously promote these inequities. This presentation is designed to stimulate discussions among mathematics educators surrounding these systemic disparities and engage participants in transformational conversations surrounding equitable instruction.

Lead Speaker: Kelley Buchheister
Co-Presenter: Christa Jackson
Co-Presenter: Cynthia Taylor

Supporting Teachers’ Engagement with Student Thinking Through Lesson Study on Mathematical Modeling

To bridge research and practice this presentation shares results from a recent study investigating lesson study on mathematical modeling. The presenter will discuss how integrating the Five Practices for Orchestrating Mathematics Discussions within the lesson study supported secondary teachers’ engagement with student thinking while implementing mathematical modeling. Resources such as lesson study protocols and an annotated lesson plan format will be provided. The presenter will also share recommendations for conducting lesson study on mathematical modeling.

Lead Speaker: Jenifer Hummer

The 5 Practices in Practice: Taking on Classroom Challenges

One of the five practices of  orchestrating discussions, anticipating, will be the focus of this session. Carefully consideration will be given to strategies students are likely to use when solving a challenging task; how to respond to student work; and which student strategies address the mathematics to be learned. Specific challenges related to this practice and how to address them will be considered, based on the  work of Smith, Bill and Sherin (2020).

Lead Speaker: Victoria Bill
Co-Presenter: Margaret Smith
Co-Presenter: Miriam Sherin

The Power of Evidence-based Coaching to Promote Equity in Mathematics Classrooms

In this session, participants will experience how MQI Coaching, an evidence-based coaching model developed by researchers at Harvard, promotes equity by using classroom video and a detailed observation rubric to help teachers reflect on the type(s) of mathematical thinking being done by each student in their classrooms. The MQI Coaching routines support attainable and sustainable instructional growth, and help teachers raise their expectations for all students in mathematics, challenging common biases against certain populations.

Lead Speaker: Claire Gogolen
Co-Presenter: Jackie Kearney
Co-Presenter: Samantha R. Booth

The Power of Ideas: Letting Students’ Thinking Take Center Stage

Do your students believe that they have important mathematical ideas? Do they believe that mathematics makes sense and is about more than answers? Do you believe that students’ ideas should be at the center of the classroom?  We’ll explore routines and strategies for eliciting, valuing, and leveraging students’ ideas in the PreK-2 classroom (and beyond!) and discuss why monitoring for sense-making is your most important job.

Lead Speaker: Annie Fetter

Thinking Outloud in Mathematics Classrooms

Think alouds in language arts have been widely documented to improve learning, so why not use them in math class? Teacher-led think alouds enable all learners to have access to the covert self-talk that is employed during the thinking process.  Learn how to use think alouds in practical ways to enhance student self-talk and develop critical, self-directed  learning skills in math. I will share many strategies based on my current research with teachers.

Lead Speaker: Cathy Marks Krpan

A Commitment to Equity: Data Dialogue Structures to Meet the Needs of All Learners

Each year district and school leaders discuss and make decisions based on student data. In many cases this results in an inequity of mathematical opportunities for some student groups. During this session participants will explore effective ways to use data to improve math instruction for all student. We will walk through how our district and school leaders are using both summative and formative data to support teachers.

Lead Speaker: Beth Sappe
Co-Presenter: Smitha Hughes

A Model of Sustained Coaching to Support Changing Teacher Practice

This session will present research findings from a year long research project exploring what factors of a sustained coaching model of teacher professional development are most impactful on teacher change. Characteristics of the model that were included in the teacher professional development will be highlighted and a preliminary theory of teacher professional development will be presented. Participants in this session will be encouraged to consider their experiences with coaching and provide feedback on the model.

Lead Speaker: Richelle Marynowski

Building Capacity in Statistics and Mathematical Modeling

With the rise of data science and interdisciplinary professions, the quantitative, computational and communication skills needed in the workforce are growing.  This requires ongoing professional development to help teachers engage students in mathematical modeling and statistics in ways that teachers may not have experienced as students or in their preparation programs.  To facilitate new practices in their classrooms, teachers need ongoing support, which can be provided through the powerful combination of professional development and learning communities.  The Mathematical Association of America has developed several National Science Foundation (NSF) funded national-scale professional development mechanisms to build evidence-based teaching practices within professional learning communities.   Through an institutional NSF grant, I have also partnered with a school district to build teacher-led professional development in mathematical modeling for elementary school teachers.   I’ll introduce several of these programs and emphasize elements that led to sustained success and growth both of the professional development effort and of the community-building.

Lead Speaker: Rachel Levy

Coaching Discourse Actions:  Supporting Teachers to Link Student’s Responses and Press for More

Participants will explore measurable strategies for coaching teachers to use discourse actions. Teachers use discourse actions to elicit deeper student thinking when solving cognitively challenging tasks. Participants will use checklists and rubrics with vignettes and videos then engage in role play to practice providing feedback to the teachers in the vignettes and videos around their use of discourse actions. Participants will create a plan for taking what is learned back to their schools and districts.

Lead Speaker: Amber Candela
Co-Presenter: Melissa Boston
Co-Presenter: Juli Dixon

Coaching the Coach: Layers of learning

Coaches should assess their effectiveness, but there are often impediments to doing this. A major obstacle is that coaching is often a solo activity and there aren’t many opportunities to get critical feedback. To remedy this problem, we have developed a public coaching-the-coach model where practitioners can study their craft. In this session, we will share video of a coaching-the-coach session to demonstrate how specific, actionable feedback focused on essential skills can dramatically change practice.

Lead Speaker: Ellen McCrum
Co-Presenter: Antonia Cameron
Co-Presenter: Renee McShane

Developing Teacher Capacity for Understanding Subitizing and Intentional Use of the Subitizing Trajectory in the Early Childhood Mathematics Classroom.

Subitizing is a skill that many early childhood teachers understand to be foundational in students’ mathematical experiences.  But is there more to subitizing than just flashing dot images? Come and learn how one district developed teachers’ understanding and confidence in using the subitizing trajectory (Clements & Sarama, 2014) to identify children’s developmental level and plan intentional subitizing activities leading to a deeper understanding of quantity.

Lead Speaker: Melissa Hedges
Co-Presenter: Michelle Douglas-Meyer

Dismantling the Barrier of Tracking

Are you a math leader dedicated to creating and supporting equitable mathematics experiences for all students? Ready to ensure students have access to the mathematics they need for their personal and professional lives? Want to collaborate and commit to dismantling unjust systems? We’ll share research and trends related to the early stages of detracking mathematics programs. We’ll include time to connect and explore addressing common concerns and initial resistance to this crucial systemic change.

Lead Speaker: Danielle Seabold
Co-Presenter: Lisa Brown
Co-Presenter: Luis Lima
Co-Presenter: Tyrone Martinez-Black

Equitable Instruction for All Students with Visualization and Participatory Dialogue

Mathematicians often achieve breakthroughs when working through complex problems by visualizing solutions. Yet students struggle with more complex problem solving, especially in high-poverty contexts. Why? What can be done? Leveraging pedagogical research and data from Zearn Math Digital Lessons, this session will explore strategies that encourage visualization with pictorial representations and create safe environments of participatory dialogue. Coaches will leave with tools to support instruction that ensure flexible problem-solving skills are accessible to all students.

Lead Speaker: Shalinee Sharma
Co-Presenter: Stephanie Ely

Exploring the Framework for Mathematics Leadership: Advocate and Monitor

NCSM is proud to present NCSM Essential Actions: A Framework for Mathematics Leadership, a new resource for mathematics leaders to think about bold leadership in their particular role. Come and hear from a selection of the authors of the framework as we focus our discussions on two of the four guiding principles: “ADVOCATE and expect high-quality, equitable mathematics teaching and learning for every student” and “MONITOR and act on evidence of student learning.”

Lead Speaker: Paul Gray, Jr.
Co-Presenter: Thomas Stricklin
Co-Presenter: Brian Buckhalter

Lessons We Learned:  Engaging Preservice Teachers Through Instructional Use of Number Talks to Build Number Sense Meaning and Computation Stategies

Deep, flexible number understandings are foundational for mathematics learning. Will engaging future teachers in Number Talks be an influential step in building conceptual understanding and multiple strategies for computation? Observations and results from a collaborative research project implementing Number Talks across content and methods courses for EC-12 preservice teachers will be shared. Come engage in example Number Talks, analysis of student work samples, and gain insights about employing Number Talks as an effective instructional tool.

Lead Speaker: Mary Swarthout
Co-Presenter: Kay Wohlhuter

Math Coaches: Considering Classroom-Based Formative Assessment through the lens of Coach/Specialist Responsibilities and Leadership Expectations and Challenges.

Participants will be engaged in considering professional learning related to classroom-based formative assessment techniques, utilizing the Formative 5 (Observations, Interviews, Show Me, Hinge Questions and Exit Tasks). Participants will examine and discuss the responsibilities of coach/specialists, including leadership-related issues (i.e. adult learning, coaching, navigating relationships, learning communities), and coaching beliefs, as the lens through which a proposed formative assessment professional learning plan will be developed.

Lead Speaker: Francis (Skip) Fennell
Co-Presenter: Beth Kobett
Co-Presenter: Jon Wray

Mathematics Screening: What Do We Look For and How Do We Intervene?

This session will provide the most current research-based guidelines on the foundation and design of effective mathematics screening systems. Common misconceptions about math screeners will be addressed. New and innovative K-2 and 3-6 grade level math screeners will be presented that include some of the most substantive research basis currently available in math screeners. These screening systems also include targeted intervention activities and invaluable reporting features for school and district administrators.

Lead Speaker: Jonathan Brendefur
Co-Presenter: Sam Strother
Co-Presenter: Jeff Johnson

Reclaiming Lost Ground: Research-Informed Intensification Strategies to Support Underprepared Algebra Students

Today, all students must succeed in algebra, including those who are underprepared. These students may need more time in algebra, but time alone is not enough. Learn about comprehensive, research-guided strategies and resources from mathematics learning, literacy, social psychology and special education that help underprepared students. Learn a framework for learning intensification to help you redesign algebra courses so that learners catch up to their peers and succeed in high school mathematics.

Lead Speaker: James Lynn
Co-Presenter: Diane Briars
Co-Presenter: Kathi Cook
Co-Presenter: Alisa Rafter

Sponsor Showcase – Pearson K12 Learning, “Leave the Math, Change the Language”

Student Assessment: Sharing What I Have Learned and Tools I Have Developed

I have equipped my teachers with tools to assess all students on a continuum of mathematics learning.  Universal screeners, goal setting and progress monitoring tools are aligned to a set of prioritized, vertically-aligned standards. Pre- and post-assessments are provided so students may reflect metacognitively on current understandings and archive this within portfolios.  I will share these tools freely and encourage participants to consider how they might positively impact teaching and learning in their own schools.

Lead Speaker: Mary Kemper

Teaching Labs: The Transition of Face-to-Face Professional Learning Experiences to Synchronous Online Implementation

In a partnership between the University of Rochester (NY), the University of Idaho, and rural school districts in these states, we worked to redesign a face-to-face professional learning – a Teaching Lab – for an online platform utilizing synchronous modalities. We will share how this design evolved as we implemented iterations of this job-embedded online professional learning experience to support high quality mathematics teaching and learning in regions that previously may not have had access.

Lead Speaker: Cynthia Callard
Co-Presenter: Jennifer Kruger
Co-Presenter: Ryan Gillespie

The Development of Data Representation, Measurement, and Geometry: New Landscapes of Learning

Landscapes of Learning are learning trajectories comprised of 3 domains: big ideas, progressive strategy development, and models as tools for thinking. They provide frameworks for curriculum design that ensures access and equity by using rich, impactful investigations designed with low floors and high ceilings. Landscapes are also powerful tools for documentation of learning and formative assessment.  Four landscapes were previously offered on number, operation, and algebra in the 4-book series Young Mathematicians at Work (Fosnot et. al.). Building on the research of Spelke, Freudenthal, and others on the natural early development of two core geometries, early measurement, and data comparison, new research-based landscapes have been developed and used for curriculum sequences. This session will provide developmental descriptions of each with video and samples of children’s work from across the grades.

Lead Speaker: Catherine Fosnot

The Right Question Can be the Difference Between Empowerment and Defeat in Coaching Conversations

Instructional coaches need a delicate balance between calling attention to areas where educators are struggling and supporting those same educators in a way that leaves them feeling empowered.  How can you ask teachers to reflect on their weaknesses in a way that helps them see the role of their strengths?  In this session we will look at how the types of questions we ask impacts the outcomes of our conversations with teachers.

Lead Speaker: LauraMarie Coleman

The Status Quo in High School Mathematics is Unacceptable.

Today, it seems as if nearly everyone agrees that mathematics (especially high school math) needs to change. For far too long, mathematics has not worked for far too many students. Mathematics has not changed substantially in my lifetime, nor has it changed substantially for most students, teachers & schools. It is clearly an issue-and it is time to discuss and make serious changes.

Lead Speaker: Eric Milou

Understanding Differentiation in a Problem-Based, Mathematics Teaching-Learning Environment

Explore a new framework for supporting diverse learning needs in rich mathematics problem-solving classroom environments. The differentiation framework highlights five different components needed to enhance how students access and engage with deep mathematical learning. Discussions center on developing students as knowers and doers of mathematics by focusing on students’ strengths, backgrounds, and experiences.

Lead Speaker: Yvonne Slanger-Grant
Co-Presenter: Alden Edson

Unit Study: Coaching Teachers to Differentiate Tasks and Discourse for Fluent Student Understanding

Many teachers struggle to appropriately differentiate tasks and discussions. Coaching inter-school collaborative teams in unit study offers a process for helping teachers gain deeper math knowledge and instructional skills that address this limitation. Unit study is informed by the principles of lesson study and the Comprehensive Mathematics Instruction Framework. In this session participants will review unit study protocols and examine a variety of units (including lesson-level learning targets and tasks) created by teams of teachers.

Lead Speaker: Sterling Hilton
Co-Presenter: Scott Hendrickson
Co-Presenter: Nicole Berg

Utilizing Math History to Embrace Equity, Failure, and Authentic Problem Solving in Leadership Communities

The history of mathematics is a rich reservoir of alignment to the some of the deepest goals of math education’s future. Drawing on contributions, development, and problems from various cultures/races/societies, participants will examine the most compelling and binding narrative of mathematics–that its progress is rooted in failure and within a domain of time that is much wider than is honored in current classrooms. In order for math educators and all its stakeholders to truly have empathy for students, who must learn new math content/ideas everyday, they themselves must be doing mathematics that results in irresolution and welcome this general inevitability of mathematics with honesty and alacrity. Successful learning of mathematics is embedded in failure and time. Not only is there ample evidence of that in the history of mathematics, the history of math education also serves as a beacon for such pedagogy. As such, there will also be book and curriculum references from the last 50 years that speak to this alignment. Participants will leave this presentation with invigorating resources and problems to share with their communities and continue the discussions that highlight culturally responsive curriculum design.

Lead Speaker: Sunil Singh

Access and Agency: Making the Most of Math Content Routines

“Notice and Wonder” and “Which One Doesn’t Belong” are often used in the Illustrative Mathematics curriculum but they are much more than Warm-Ups. Learn how we use them in Oakland as a key lever for providing access to the learning goals of a lesson. Experience each routine to do a deep dive into the power of each routine in order to provide students access and agency around the critical mathematics of a lesson.

Lead Speaker: Courtney Ortega
Co-Presenter: Keely Machmer-Wessels

African-American Math Achievement Toolkit: Supporting Equity-Based Instructional Practices While Implementing High Quality Curriculum

Explore lessons learned during a case study of a series of professional development to prepare it’s instructional support staff to coach teachers in using research-based effective instructional strategies outlined in the book, “The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices”, while implementing high quality curriculum. While these practices can benefit all students, there was a focus on supporting the implementation of these practices while giving african-american boys access to grade-level high quality curriculum.

Lead Speaker: Rolanda Baldwin

Ask, Listen,and Learn:Coaching Practices that Impact Mathematics Teaching and Learning

NCTM’s Principles to Actions states, “Effective teaching of mathematics uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships.” This principle along with empathetic listening connects directly to the heart of coaching. During this session, participants learn to navigate coaching obstacles by crafting purposeful questions to use during coaching conversations, understand how purposeful questions transform math instructional practice, and incorporate empathic listening to impact mathematics teaching and learning.

Lead Speaker: Brenda Konicke
Co-Presenter: Jon Piraino

Building Teacher Capacity to Differentiate Mathematical Tasks That Will Increase Accessibility for English Language Learners

Many classroom teachers struggle to meet the needs of English Language Learners (ELLs) in the mathematics classroom.  During this session we will explore strategies and techniques used by one mathematics coach that helped classroom teachers differentiate tasks to increase access for (ELLs).  Walk away with classroom-tested tasks as well as specific strategies and techniques that can be used by classroom teachers to increase ELL access to high quality tasks.

Lead Speaker: Connie Conroy

Coaching in the Moment and Beyond: Navigating the Coaching Menu

Coaching in the Moment (CITM) involves teacher and coach working collaboratively in the classroom and has become central to our coaching practice.  We will share a menu that breaks down our coaching cycle into accessible, sustainable options for building positive relationships. We will focus on three elements: lesson planning, CITM, and leveraging video for reflection and growth.  Participants will analyze classroom videos and discuss differentiated approaches to coaching, leaving with a menu of actionable strategies.

Lead Speaker: Nataliya Paquette
Co-Presenter: Melissa Eastwood
Co-Presenter: Peter Mitchell
Co-Presenter: Stephanie Burroughs

Coaching to Undo the “Proceduralizing” of Mathematics

Coaching for content and coaching for teaching and learning intersect when we use rigorous tasks and appropriate representations in our professional learning that build teachers’ capacity.   In this session, participants will engage in an intentional coaching cycle that highlights three specific coaching moves that can empower teachers to effectively deliver instruction that deepens student understanding.

Lead Speaker: Heather Dyer
Co-Presenter: Claudia Eckstrom

Creating the Capacity for Change: Structures for Empowering Elementary Teachers and Increasing Mathematical Efficacy

Disrupting the status quo cannot happen without vision, relationships built on trust, and capacity-building. Participants will engage in structures designed to increase purposeful collaboration, support differentiated professional development, and sustain reflective practice in order to bring about systemic change designed to increase access to rigorous, equitable mathematics instruction. Participants will identify ways to leverage their district resources and stakeholders to support sustainable high impact engagement, increase collective efficacy, and to frame equitable mathematics teaching.

Lead Speaker: Melissa Pearson
Co-Presenter: Susan Totaro
Co-Presenter: Mary Ann Carnevale

Don’t Regret, Rehearse! Making Challenging Conversations a Site for Mathematics Teacher Leader Learning

Developing the skills necessary to become an effective mathematics teacher leader that supports each student’s learning is challenging. This specialized knowledge is best learned through professional development that centers on common problems of practice. Teacher leader rehearsals simultaneously support leader learning while engaging them in challenging conversations designed to elicit leadership knowledge. Participants will experience a rehearsal, examine opportunities to learn through intentionally planned rehearsals, and gain access to selected rehearsals and accompanying resources.

Lead Speaker: Nicole Rigelman
Co-Presenter: Courtney Baker
Co-Presenter: Melinda Knapp

Experiences from the Field: Lessons Learned from Implementing an Innovative 12th-Grade Course in Two States

NCTM’s Catalyzing Change in High School Mathematics, Initiating Critical Conversations highlights the need to think differently about high school mathematics. In 2016-17 and 2017-18, districts in Texas and Kansas did just that, piloting materials for a college readiness course combining elements of quantitative and statistical reasoning and algebraic modeling, informed by the emergence of multiple college mathematics pathways. In this session, we will share information on outcomes as well as challenges in implementing such courses.

Lead Speaker: Kathi Cook
Co-Presenter: Melissa Fast

Giving Grades True Meaning – Aligning Concept Based Assessment with Grading

Do you ever wonder if grades accurately reflect what students know and can do? Engaging students in the grading conversation and process gets them to take more ownership of their learning, helps them reflect more on the feedback, and focus less on the number grade. The benefits of this shift in grading practice are shared in this session.

Lead Speaker: Erin Altshuler
Co-Presenter: Shayla Coleman

How Mathematicians Play: Creating a Culture of Ownership, Rigor, and Joy in Math Class

Play is one of the most effective ways to explore new contexts and make connections. Still, play without boundaries won’t help us to achieve our teaching goals. We need to develop structures and strategies to connect meaningful exploration and develop true mathematical understanding. This session will focus on concrete methods to marry play and rigor in math class. Using conjectures and counterexamples, classroom openers, and other routines, we can build a classroom culture that motivates students to think more deeply and take ownership of their own mathematical learning.

Lead Speaker: Daniel Finkel

Math Class: I belong here!

Math Intervention: An SFUSD approach to disrupting systems and assumptions of students through building mathematical strengths. In our effort to continue the positive impact of de-tracking our math classes in conjunction with a new middle school redesign, we were tasked to design a math acceleration course through action research. Was there a way to address the opportunity gap that exists for our marginalized students without re-tracking our students and our mindsets?  We share our discoveries!

Lead Speaker: Toni Allen
Co-Presenter: Emma Trevino
Co-Presenter: Alisa Brown
Co-Presenter: Sarah Gleason

NCSM Equity Initiative

The Equity and Access in Action initiative has been established to build on the past initiative’s work of creating and promoting a common understanding around equity. In this session, we will present our new “Considerations for Transformational Conversations.” These tools are intended to help leaders think about the cultural norms and unproductive beliefs that make transformational conversations challenging and sometimes uncomfortable. We will explore how to use these tools to move forward in our collective understanding and addressing of those difficult topics as well as explore other topics attendees would like the committee to focus on for the future.

Lead Speaker: Cheryl Cantin

Opening the Door to Mathematics: Monitoring Equity and Access for English Learners

English learners need ongoing and explicit language instruction to successfully access and make sense of mathematical content. In this session, leaders will experience how to support teachers by monitoring and providing effective feedback so that mathematics instruction promotes equity by utilizing instructional strategies that help students understand content, by structuring formal and informal opportunities for talk, and by supporting talk with tools such as sentence frames. Join us as we explore a lesson that promotes mathematical reasoning, discourse, and differentiation for the varied levels of English learners in your classrooms!

Lead Speaker: Diane Reynolds
Co-Presenter: Meghan Toshner

Recording student thinking: Supporting teachers to help students see others’ thinking

Representing and recording student ideas on the whiteboard, chart paper, or smart board is challenging, especially when students are working to articulate difficult concepts. However, these records are critical for helping students make sense of others’ ideas and critique arguments as called for in the standards for mathematical practice and are especially important for supporting bilingual learners. Come try out activities that support teachers in improving this difficult interactive work.

Lead Speaker: Nicole Garcia
Co-Presenter: Meghan Shaughnessy

Redefining 3-Act Tasks

Come experience a redefined 3-Act Task lesson through the Desmos Activity Builder and learn how to create your own with an easy-to-use Desmos template. Using the template, participants will experience and learn how to show an image or video clip, gather student responses to their noticings/wonderings, questions and estimates, as well as sequence student work in an organized and purposeful way to facilitate meaningful class discussions.

Lead Speaker: Suzie Craig
Co-Presenter: Nova Katz

Scaling Up “Math for All”: Going Broader AND Deeper to Provide Access to Cognitively Demanding Mathematics for ALL Students

Math for All (MFA) is a professional learning program designed to help elementary school teachers make cognitively demanding mathematics instruction accessible to ALL students, including diverse learners. Join us to engage with a panel of teachers, district leaders and program developers reflecting on how MFA changed their thinking, their practice, and improved their students’ success. Learn how we are building on our work in Chicago to broaden and deepen participation in Chicago and other districts.

Lead Speaker: Matt McLeod
Co-Presenter: Gavin Creaden
Co-Presenter: Megan Kelley
Co-Presenter: Teresa Duncan
Co-Presenter: Nicole Constantinidis

Six Essential Expectations for Effective Mathematics Instruction

Productive leaders must know what to look for and promote in mathematics instruction. Explore six essential expectations for effective mathematics instruction that emphasize the mathematical practices and the content they support with the purpose of increasing student achievement for each and every learner. Develop a plan for communicating these expectations to parents, teachers, and administrators.   “Focus, coherence, and rigor” has been emphasized with a considerable amount of push back from parents, the media, and even teachers and administrators. Why? Part of the response could be due to the order in which they are presented. Rather than discussing “focus, coherence, and rigor” this session will describe the need to present the three as “coherence, rigor, and focus.” The order matters.   Coherence is teaching with connections within topics and grades as well as across them. Rigor is the need to have a balance of concepts, procedures, and applications with concepts introduced first and then connected to procedures in explicit ways. For coherence and rigor to be accomplished, the curriculum must be focused as teaching for coherence and rigor takes time.   When these three components are in place the setting is right to support the six essential expectations for effective mathematics instruction. The six expectations are to: teach with coherence, lead with concepts, stay focused, emphasize reasoning, facilitate perseverance, and support practices. Mathematics education leaders must generate a plan for sharing these expectations with parents, teachers, and administrators. The plan needs to include a way to create a shared vision of classrooms where these expectations are in place. Classroom video will be used as a means to accomplish this goal. Video must be carefully selected so that all stakeholders can make sense of each of the expectations. All aspects are crucial in providing access to equitable instruction.   This session provides a window into the importance of these six essential expectations along with how to support their acceptance by stakeholders.

Lead Speaker: Juli Dixon

The Fundamental Five: Five Essential Strategies That Transform the Teaching of Mathematics K-5

How do we ensure that our students develop a deep understanding of mathematical concepts? How do we help them think like mathematicians? How we teach is as important as what we teach. Join us to identify five instructional practices that deepen students’ conceptual understanding and mathematical reasoning. Examine some simple investigations that highlight these five teaching practices and gather ideas to help your teachers embrace these strategies as a part of their everyday instruction.

Lead Speaker: Susan O’Connell

Using a Focus on Student Learning to Foster High Quality Mathematics Teaching

We will focus on the crucial role of the instructional supervisor in promoting high-quality mathematics teaching and learning and teachers’ reflective practice. Evidence of student learning will be used as a focus as administrators explore ways to support individual teachers and teams of teachers to create active, engaged problem-solving mathematics classrooms. We will embed central ideas of the TRU Framework and connect to NCTM’s Principles to Actions Mathematics Teaching Practices.

Lead Speaker: Mary Jo Tavormina

What can we learn from Corporate America? Adapting the Google Ventures “Sprint” Model for Schools.

Choosing a new math curriculum can be a daunting and lengthy undertaking that often takes more than a year to complete and regularly ends in controversial or unpopular decisions. In this workshop, we will share our curriculum review and decision-making process that shortens the time frame and brings together teachers, administrators, and other community members. This approach can be adapted to any “big question” a school usually creates a committee to look at.

Lead Speaker: Steven Goldman
Co-Presenter: Alexander Walker

Tuesday Breakfast: Big Ideas

Ross Taylor/Glenn Gilbert Speaker Series: Why Teach Mathematics? How Do We Help Teachers Convince Students that Learning Mathematics is Important?

Much of the focus on what students should know in mathematics has been on college and career readiness. NCTM’s Catalyzing Change suggests there is more to mathematics. What does this mean for teachers? Is knowing what factors are and how they connect to the roots of a function more important than being able to factor? Let’s consider how we can help teachers make choices that will engage all students in the mathematics in meaningful ways

Lead Speaker: Gail Burrill

Affirming Student Voice Through Teacher Coaching in Mathematics

Engaging students in mathematical thinking and discourse is imperative for 21st century learning. Participants in this session will learn techniques and coaching strategies to help new and developing mathematics teachers to sequence instruction and student work so that they can cultivate rich discourse in the classroom.This particular session is geared toward mathematic coaches, leaders, and teacher preparation faculty for the secondary math

Lead Speaker: Brandon Frost

Coaching Partnerships to Detrack and Support High-Quality Mathematics Instruction

We will share how a coaching partnership improved teacher teams’ ability to actualize the shifts of the CCSSM standards and provide ALL students access to high-quality mathematics instruction.  Participants will explore how to detrack courses by first focusing on curricular alignment. We will share resources and discuss the role that learning progressions have in developing differentiated curriculum.

Lead Speaker: Kerin Sancken
Co-Presenter: Crystal Conley

Commit to a Strong Induction Program for your New Teachers – Construct a Structure for Every Learners Success

New teachers have barely scratched the surface of what they know about teaching.  Their preparation programs are vastly different. The variations in their previous classroom experiences are extreme. What knowledge and skills are missing? What do they know and understand about equity? Come discuss the needs for a strong induction program that is foundational for success in the classroom. What components must each program Include?   We’ll continue by sharing strengths from participants’ programs.

Lead Speaker: Connie Schrock

Energy and Inspiration: How to Grow a Professional Mathematics Leadership Network in Your Own Backyard

Hey, Math Leaders, how do you find inspiration? Consider growing your own math leadership network. The Mathematics Coaching and Leadership Network (MCLN) was created to support those in our region who are in positions of mathematics TOSAs, teacher leaders, instructional coaches, math interventionists, department chairs, university faculty, etc. This presentation will identify some of the components of  successful MCLN meetings that energize and encourage professional growth of mathematics leadership in our local community.

Lead Speaker: Jacqueline Cooke
Co-Presenter: Karen Kennedy
Co-Presenter: Roxanne Malter

Facilitating Purposeful, Productive, and Powerful Discourse in Secondary Classrooms

We focus on meaningful mathematical discourse through the exploration of two cases of teaching. Particular research-based moves for facilitating rich discourse and the kinds of tasks that foster meaningful discourse will be considered. We argue that discourse is a tool for: formative assessment, creating opportunities for all students to learn mathematics content, supporting students to gain facility with increasingly precise mathematical communication, and positioning students as people who are capable of making sense of mathematics.

Lead Speaker: Michelle Cirillo
Co-Presenter: Michael Steele

From Obscurity to Focus: One District’s Journey in Bringing Clarity and Purpose to Data Dialogues

Explore how the Prince George’s County Public Schools Elementary Mathematics Department used the implementation of a data inquiry protocol, self-assessments, reflections, and collaborative sessions to bring focus and purpose to data dialogues and the process of monitoring data. Evaluate data indicating the shift in the amount of schools analyzing data, determining goals, and developing action plans to achieve those goals. Engage in collaborative activities and observe how the department modeled this process for participants.

Lead Speaker: Karen Riley Jeffers
Co-Presenter: Donicka Herod
Co-Presenter: Regina Walters
Co-Presenter: Carlene Young

How Goal Based Grading Changed Our Mindsets About Fomrative Assessment in the Middle School Math Classroom.

Many of us know the Common Core State Standards (CCSS) and of Formative Assessment as defined by D. Wiliam (2011), but how are we really using that formative assessment?  This session is for coaches, teacher leaders, and administrators who want to hear about how our journey from traditional grading to goal based grading changed how we thought about and used formative assessment.

Lead Speaker: Jennifer Bonham
Co-Presenter: Jennifer Trievel
Co-Presenter: Jason Rogers

Making Room for Number Sense

Number sense is often not a part of the curriculum that elementary teachers are using, yet it’s a foundational concept of mathematics that students need to build.  In this session we will explore ways to empower teachers to include number sense by helping them see 1) the importance of including number sense and 2) how to use a structure to ensure number sense is woven into their daily math time.

Lead Speaker: Christina Tondevold

Math-Positive Mindsets: How to Leverage Family Engagement to Extend Growth Mindsets Beyond Classroom Walls

Elementary teachers are tasked with building students’ math-positive mindsets but are sometimes undermined by parents’ fixed attitudes. Learn how to grow familial mindsets by leveraging traditional family engagement structures–parent conferences, school newsletters, and family math night–as well as innovative approaches like take-home math literacy bags. We’ll share how we’ve adapted Stanford’s Project for Education Research that Scales (2015) to teach families the malleability of intelligence and growth mindset beliefs, actions, and language.

Lead Speaker: Carrie Cutler

Mathematizing Spaces: Making our Schools Math Curious Places

Math is all around us, but often goes unnoticed. How can we use playful provocations in and around our schools to fuel math thinking, talk, and wonder among students and adults? Learn simple strategies teachers or parents can use to invite more students to do more math in more places.

Lead Speaker: Molly Daley

Move Over Pedagogy – It’s Time to Get Andragogical!

Coaches play an important role in our educational system – their greatest role is in transforming adult behavior. Most coaches are former teachers, who have studied pedagogy their entire lives, but have received little to no training on adult learning theory. If we want to transform adult behavior, we have to know about how adults learn. Come to this session where we will get andragogical and focus on US, adults.

Lead Speaker: Hilary Kreisberg
Co-Presenter: Dina Mendola

NCSM Administrator Kick-off

Come join us for a networking and celebration session designed to “kick-off” the Administrator Leadership Strand. We will introduce the newest NCSM resource for site-level leaders entitled, “NCSM Essential Actions: Instructional Leadership in Mathematics Education.” The book supports site-based administrators with strengthening classroom instruction by improving the quality of instructional conversations that occur before, during, and after the lesson.

Lead Speaker: Sharon Rendon
Co-Presenter: Erin Lehmann

Observing for Quality Opportunities to Interact with Peers: A Framework and Tools

Session participants will learn about three key characteristics of quality peer interactions: sustained talk, reciprocal interactions, and substantive mathematical focus. Participants will use observable indicators of practice to characterize whether students have equitable opportunities to talk with peers about mathematics. District leaders will describe how they use these data, and participants will also be introduced to a toolkit that offers a suite of options for coaches to offer teachers to enhance their practice.

Co-Presenter: Lizzy Hull Barnes
Co-Presenter: Ho Nguyen
Lead Speaker: Haiwen Chu
Co-Presenter: Maria Salciccioli
Co-Presenter: Katie D’Silva
Co-Presenter: Rebecca Perry

Presidents Exchange – AMATYC Creating a lasting conversation between mathematics teachers in high school, community college, and university

This presentation will discuss a model that is used by a unified school district, a local community college, and a local university to facilitate conversations between their mathematics teachers. The mathematics faculty meet three to four times a year to discuss expectations of their students, placement requirements, dual enrollment courses, university and community college curriculum, transfer issues, and institutional updates.

Lead Speaker: Kathryn Kozak

Putting Representation at the Center: Students Acting as Mathematicians

Through making connections between visual representations and mathematical abstractions, elementary students dig below the surface of computation to construct mathematical explanations.  By interacting with each other’s representations, they grapple with foundational ideas about the properties and behaviors of the operations. Video clips, including examples from urban public schools, illustrate depth and rigor of student thinking, how teachers focus on conceptual understanding of the operations, and how the brilliance of all students is respected and supported.

Lead Speaker: Susan Jo Russell

Students’ voices matter:  Supporting teachers in building equity and literacy with math language routines

Student discourse is important so how do we foster meaningful opportunities to discuss math?  Come engage in strategies such as 5 practices, which one doesn’t belong, and other language and instructional routines that provide access for all students.  We will experience the strategies while discussing how we as coaches and specialists can create buy-in, emphasizing coaching moves in and out of the classroom.  Examples from the new Illustrative Mathematics curriculum will be used.

Lead Speaker: Sean Nank

The Concepts-Procedures-Application Unit Progression

In order to fully understand mathematics, students need to experience math topics in a progression that begins with conceptual understanding, then continues to procedural fluency, and moves onto application of the skills. Experience a journey of an actual unit of study that embraces this C-P-A progression and see the phenomenal results that occurred with students.

Lead Speaker: Chris Shore

TRU Video Case Studies: A Professional Development Model Using Formative Assessment Lessons

This session will share a professional development model that features Professional Learning Communities exploring the OER Formative Assessment Lessons (FALs) using the Teaching for Robust Understanding (TRU) framework as a lens for their study (map.mathshell.org). Video case studies provide opportunities for teachers to study episodes of student’s reasoning and communication that took place while completing FALs. (tle.soe.umich.edu/MFA/) Discussion structures based on the TRU dimensions support enhanced content and pedagogical knowledge.

Lead Speaker: David Wilson
Co-Presenter: Nilam Yagielski

Using MathCuts Videos for Just-in-Time Professional Learning about how to Spark Interest and Engage Students through Meaningful Mathematics Strategies

Are you looking to enhance your math instruction and engage diverse learners? MathCuts are open-access videos made for teachers that showcase research-based mathematics teaching strategies in a quick, accessible, and immediately applicable way. The strategies shown spark interest through visual approaches perfect for number talks that support diverse learners in your classroom! Come talk to the creators about building routines around collaboratively exploring strategies presented in MathCuts, identifying key takeaways and planning for classroom use.

Lead Speaker: Michael Greenlee
Co-Presenter: Katey Arrington

Why Are There Still Elephants in the (Mathematics Class-) Room?

Why are there still elephants in the mathematics classroom? These “elephants” often present roadblocks to students’ engagement and learning. Such elephants might include the following: 1. Inaccurate and unfounded conceptions about girls learning mathematics 2. Inaccurate and unfounded conceptions about students of color learning mathematics 3. Missed opportunities for secondary students to learn from hands-on experience 4. Reliance on memorization and procedures to “do” mathematics 5. Using “let me show you how to do it” as a primary method of teaching The presenter will integrate experiences, research, and classroom video to examine related points and provide challenges for changing the narrative to release the elephants from the mathematics classroom.

Lead Speaker: Thomasenia Adams

Sponsor Showcase – TBD

6 Actions for Productive Struggle in the Mathematics Classroom

For some, productive struggle has become little more than a buzz phrase with few strategies available to realize it. We know that it is critically important. Yet, how is it valued, provoked, and supported? In this session, participants will identify five actions for productive struggle. Participants will learn about strategies for developing these actions in the mathematics programs they lead. Practical and ready-to-use resources will be shared to support each of these actions.

Lead Speaker: John SanGiovanni

A Tag-Team Approach: Leveraging the Collaborative Relationship Between Consultants-Principals-Coaches-Teachers to Increase Student Growth

What are key ingredients in creating a shared culture of professionalism and productive engagement? Which specific actions create the most impact, and by whom? Learn how one school shifted its culture to collaboratively support each other and create a mathematically rich environment based on curiosity. We will share the 5 key ingredients that fostered these changes and how we leveraged relationships between stakeholders to intrensinctly engage teachers. Examples with classroom videos and hands-on materials.

Lead Speaker: Shephali Chokshi
Co-Presenter: Anabela Jones
Co-Presenter: Marie Peixoto

Bold Mathematics Leadership: Create a culture of continuous improvement using NCSM Leadership Essential Actions

Every mathematics leader is charged with forging a path leading to improved student learning through meaningful commitments to those they serve. What does it take to live a courageous and bold mathematics leadership life?  Through examples, Mona will explore the second guiding principle of the newly released Framework for Mathematics Leadership. Walk away with bold leadership strategies to empower a culture of productive professionalism and continuous improvement.

Lead Speaker: Mona Toncheff

Building Capacity to Increase Student Achievement in a High-Poverty Elementary School: A Blueprint of Commitment and Collaboration

Learn how one high-poverty elementary school has committed to building its mathematical capacity since 2015 by connecting and collaborating with the mathematics education staff at a local university at several different levels. Participants in this session will learn how the partnership evolved, what intentional steps were taken to increase mathematics achievement, and how teachers now lead the process.

Lead Speaker: Keith Krone
Co-Presenter: Chance Whitmore

Coaching from the Administrator Role: Tools and Understanding to Support and Lead Ambitious Teaching in Mathematics

Ambitious teaching in mathematics does not happen overnight.  It takes sustained effort over time. School administrators play a critical role in this work as they hold their teams to the vision, make resources available, and provide ongoing feedback to teachers regarding implementation progress.   This session will provide practical tools and understanding to help building and district leaders build capacity in their teachers and give the feedback necessary to move their teachers forward.

Lead Speaker: Thomas Stricklin
Co-Presenter: Sharon Rendon

Collaborative Coaching with the Eight Effective Teaching Practices As Our Guide

Each and every student deserves access to high quality mathematics instruction and learning every day.  NCTM’s Principles to Actions describes eight effective teaching practices to engage each learner. The goal of this session is to engage leaders to unpack those teaching practices and develop a continuum of “look-fors” when supporting teachers.  When math coaches and teachers work collaboratively to identify growth areas along a continuum, the impact for students and teachers is profound.

Lead Speaker: Jessica Breur

Developing an Instructional Routine to Develop Students’ Capacity to Model with Mathematics: A Window into the Process

Modeling with mathematics requires development and application of thinking that needs to be fostered in explicit, inclusive ways. Instructional routines are the most powerful lever to do so. In this session, we will share a draft instructional routine as an example and explore how to design an instructional routine with specific math practice goals and repeatable designs for interaction that provide access and engagement for all students and equitable teaching practices in buildings and districts.

Lead Speaker: Amy Lucenta
Co-Presenter: Grace Kelemanik

Exploring the Framework for Mathematics Leadership: Design and Empower

NCSM is proud to present NCSM Essential Actions: A Framework for Mathematics Leadership, a new resource for mathematics leaders to think about bold leadership in their particular role. Come and hear from a selection of the authors of the framework as we focus our discussions on two of the four guiding principles: “DESIGN and implement structures that support high-quality mathematics teaching and learning for every teacher” and “EMPOWER and nurture a culture of productive professionalism.”

Lead Speaker: Paul Gray, Jr.
Co-Presenter: Gwen Zimmermann
Co-Presenter: Christina Lincoln-Moore
Co-Presenter: B. Michelle Rinehart
Co-Presenter: Desha Williams

From Theory to Practice: Making Equity More than a Buzzword

The math education community has been talking about “equity” in mathematics for over a decade. However, teachers need concrete strategies for making equitable mathematics instruction a reality in their classrooms.  In this interactive session, participants will learn how to implement an equity framework with concrete strategies that build on the cultural strengths of diverse learners, and help them overcome the negative stereotypes and messages regarding who is mathematically smart.

Lead Speaker: Pamela Seda
Co-Presenter: Kyndall Brown

Gathering Evidence and Refraining from Judgment: Focusing on Evidence in Student Work to Meet All Students’ Learning Goals

The Student Work Clinic model for professional learning targets data contained in the student work generated in classrooms each day. In an SWC, a team of educators targets a mathematical goal and dives deeply into a set of student work samples, working collaboratively to detail evidence of student understanding. Using learning trajectories as guides, the team gathers evidence of understanding but resists forming judgments, reporting only on the evidence. A SWC protocol will be provided.

Lead Speaker: Kimberly Morrow-Leong

Hope, Belonging, and Curiosity:  The Keys That Open the Door to Sense Making

This hands on session will both inspire and challenge you.  You’ll engage in rich mathematical tasks that spark curiosity, foster belonging, and require sense making of core mathematical ideas.  We’ll spend time examining structures that nurture hope or crush it, practices that build a culture of equity and belonging or block them; and tasks that force sense making for each and every member of the learning community.

Lead Speaker: Lisa Bush
Co-Presenter: Le Vada Gray

How to Support Teachers who Flip: Considerations and Cautions

Although a majority of teachers in the United States have reported using flipped instruction (the use of videos to teach content prior to in-class activity), few teachers have received any professional learning regarding flipped instruction. In this interactive session, we discuss and examine specific cases of mathematics teachers who are flipping their instruction to understand and develop approaches to support their continued instructional improvement.

Lead Speaker: Zandra de Araujo
Co-Presenter: Samuel Otten

NCSM Essential Actions – Instructional Leadership in Action

School-Based and District-Level leaders of mathematics are challenged to develop systems and structures that create conditions conducive to high levels of student learning.  In this session, learn how leaders in one district revitalized school improvement in an effort to ensure that each and every child receives high quality mathematics instruction every day.  During this highly collaborative and reflective session, participants will use tools and resources from NCSM’s Essential Actions – Instructional Leadership in Mathematics Education.

Lead Speaker: Bill Barnes

Online Video Coaching: A New Approach for Supporting Mathematics Teachers

Online Video Coaching (OVC) provides access to high quality coaching for teachers where face-to-face coaching cycles are difficult to sustain. OVC uses technology to provide more equitable access for all teachers to content-specific, one-to-one coaching.  We will share our model of OVC that offers enhanced opportunities for both the coach preparing for the phases of the coaching cycle, and for the teacher engaging in reflective practices. Attendees will consider the affordances and challenges of OVC.

Lead Speaker: Cynthia Carson
Co-Presenter: Genie Foster

Preparing Mathematical Thinkers for the Future Using Structured Discourse

According to the World Economic Forum, 65% of students entering elementary schools today will end up in jobs that don’t yet exist. As jobs shift to more ‘non-routine’ work that is reliant on critical thinking skills, we need to ensure our students are ready for the future. How? Come join us as we share ways to support teachers in implementing meaningful tasks to challenge students’ thinking and deepen their learning through structured discourse.

Lead Speaker: Kit Norris
Co-Presenter: Hilary Kreisberg

Professional Learning that Increases Student Achievement

Improving instruction is hard work. In this session, learn how a large district has refined its approach to professional learning, resulting in improved instruction and increased student achievement.  Participants will explore the features of their site’s/district’s professional learning to see where they can capitalize on their strengths to create a cohesive approach to professional learning that improves instruction.

Lead Speaker: Dianne Willson

See it, Move it, Grasp it: Math with Virtual Manipulatives

Manipulatives are important tools that help young mathematicians make sense of complex mathematical ideas. Technology provides opportunities for students to engage with virtual manipulatives alongside or in place of concrete ones, but what changes and what stays the same when students “drag and drop” instead of pick up and place? In this session, we will discuss opportunities and limitations of virtual manipulatives using a free virtual manipulatives app – bring your own device!

Lead Speaker: Christine Newell

Sponsor Showcase: Texas Instruments, “Teaching Strategies for Success in a Mathematics Classroom”

Student benefits in mathematically coherent structures: Instruction, Practice and Assessment

Cincinnati Public Schools(CPS) and Student Achievement Partners(SAP) spent a year critically examining current practices in middle school mathematics instruction in the district. Identified areas for growth and strengths based on observational data and internal curriculum review shaped relevant recommendations leading to positive change. Newly defined professional learning arcs and materials review are the gateway to redefined success for all CPS learners. Hear the successes and challenges and whether a similar approach would work in your district!

Co-Presenter: Dawn Williams
Lead Speaker: Astrid Fossum

Using Instructional Routines to Support Teachers Using Dynamic Digital Representations

Dynamic digital representations of mathematical ideas have the potential to allow children to see mathematical ideas more easily than ever before. However, novices do not see mathematical representations the same way as more experienced mathematicians so in this session I will share some ways we can support teachers in using dynamic representations of mathematics in ways that increase the odds that all children understand the key mathematical ideas communicated by the representation.

Lead Speaker: David Wees

We’re Meeting to Talk About Math, but Aren’t Making Progress!

Participants will engage with coaching vignettes to determine some of the typical barriers to having productive conversations that get teachers thinking about mathematical teaching practices. We will discuss alternative coaching straetgies and tips to help focus conversations with classroom teachers in prodcutive ways.

Lead Speaker: Paula Jakopovic

Where Is the Language Love? Content Objectives Are Not Enough.

​Examining math tasks through a language lens allows us to identify key demands students need to understand to engage in productive math discourse. As leaders, we can help our teachers develop a common understanding of effective language objectives in order to write targets that will be beneficial for not only English Learners, but all students. Participants will leave with professional development strategies and structures that can be implemented in their own schools.

Lead Speaker: Heather Kohn

A district’s journey to competency-based education in mathematics K-12

Fairbanks North Star Brough School District in Fairbanks, Alaska is on a journey to reach every student.  All curriculum guides are being revised from a list of standards to a series of standards-based competencies. This presentation will chronicle the district’s journey from gathering community input on mathematics, to organizing volunteer teams of teachers as we look at how we currently organize the standards and restructure each grade level in terms of clear, measurable learning outcomes.

Lead Speaker: Kristina Roehrig
Co-Presenter: Michelle Daml
Co-Presenter: Samantha Wuttig

Be Both Author and Illustrator of Mathematical Understanding

How migh we redirect the focus of teaching and learning to center on empowering each and every student as sense-makers and doers of mathematics as they develop their mathematical identities and become agents of their own learning? We want every learner in our care to be BOTH the author and illustrator of their mathematical understanding.  Explore how to deepen understanding, promote productive struggle, and increase flexibility by using and connecting mathematical representations. Providing multiple pathways to success invites diverse learners’ ideas to the conversation. We will sketch and compute to develop a visual, vertical understanding of numeracy and how to connect learning between grades and courses.

Lead Speaker: Jill Gough

Build Mathematical Capacity: Develop Understanding of the Attributes of Polygons

Many of the attributes of polygons: side length, angle measure, symmetry, perimeter, and area, can be explored using paper folding, perimeter pieces, square tiles, and grid paper. We’ll work through a series of tasks that help students make sense of these attributes. Tasks are designed to have entry levels for all students.

Lead Speaker: Laurie Boswell

Building Fluency Flexibility with Formative Instruction Cycles and Routines

Using and connecting mathematics representations builds concepts of computational fluency. Moving from diagnostic to formative instruction requires high levels of student involvement in a collaborative, inquisitive and reflective learning environment.  Come learn a process to support teachers in using a powerful formative instruction cycle that combines mathematics probes with specific routines to build and assess students’ ability to make connections between mathematics representations. Leave with numerous resources to introduce teachers to the cycle and content.

Lead Speaker: Cheryl Tobey
Co-Presenter: Kate Greeley

Capturing Real-time Interactions within the Mathematics Instructional Core

Curious how educators can collect evidence about student learning in real time so they can rapidly adjust instruction to meet student needs? Learn how to co-construct a measurement tool that reflects individual passions and measurable look-fors for growing students as problem solvers, self-regulated learners, and mathematical thinkers.

Lead Speaker: Cyndia Acker-Ramirez
Co-Presenter: Katie Laskasky
Co-Presenter: Katharine Clemmer
Co-Presenter: Tatiana Mirzaian

Coaching for Equity: Eliminating Deficit Discourse

“These kids can’t.” “They’re just bad at math.” “They just don’t try.” Statements like these are at the root of perpetuated systems of oppression. To shift away from deficit discourse, we must first learn to recognize and interrupt these habits within our system. Walk away with practical next steps for coaching courageous conversations. Shifting the way we talk about our students is the first step in creating math equity for all.

Lead Speaker: Nova Katz

Connecting Computational Thinking to Current Curriculum Content

Computational Thinking is the recognized prerequisite to coding and computer science in general. However, current references to “computational thinking” can be difficult to interpret. This session will examine the four recognized key aspects of computational thinking as they relate to elementary school mathematics – decomposition, patterning, algorithm thinking, and the process of abstracting. Practical activities from the current content of typical K-5 mathematics curricula will be used to demonstrate the four aspects.

Lead Speaker: James Burnett

Defining The Mathematics Classroom Culture We Need To Have and Who Leads It

Building the capacity of teacher leaders via inquiry and improvement science so that problems of instructional practice are collaboratively addressed can support district-wide change. Reflect on how you empower others in your mathematics community to affect change at the classroom and school-wide levels.  Learn how teams of teachers embraced and embedded professional learning in their mathematics program to model and share best practices needed for ALL students’ learning.

Lead Speaker: Rosa Serratore

Design Features of Mathematics Lessons that Support Emergent Bilingual Students

Integrating support for language access and language production into mathematics instruction is essential for emergent bilingual students. This session will explore lesson design features used during a study of fraction division lessons that support student use of visual representations, pairs work and discussion, and mathematical problem-solving and communication. Ideas for how to develop teachers’ use of these design features will be discussed.

Lead Speaker: Johannah Nikula

Explicitly Targeting the Mathematics Teacher Crisis by Supporting and Retaining Early Career Secondary Mathematics Teachers

This session tells the stories of first-year, secondary mathematics teachers who were involved in a year-long intervention intended to provide targeted, timely, research-based, professional support regarding PLCs and their relationships with mentors and administrators. The intervention was designed to be time effective, to be feasible for national implementation with little funding, to be transferrable to a broader group of teachers, and to ideally impact job satisfaction and retention in a positive way.

Lead Speaker: Lisa Amick

Formative Assessment Probes and Interviews: Powerful Tools to Target Instruction and Empower Mathematics Learners

Formative assessment probes are focused, research-based diagnostic tools designed to provide actionable information about students’ mathematical understandings, difficulties and misconceptions. Probes support teachers in planning targeted instruction and guide students in self-assessing their progress toward learning goals. This session explores how rational number probe tasks can be implemented in an interview format to support teachers in prioritizing learning and promote teaching questioning skills and the student-teacher learning relationship.

Lead Speaker: Emily Fagan
Co-Presenter: Amy Brodesky

Kay Gilliland Equity Lecture: From the Perils of Inequity to the Champion of Equity – The Reign of Mathematical Power

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Lead Speaker: Thomasenia Adams

OPEN

Our Professional Development System is Broken, and How to Fix It

Traditional professional development systems often run contradictory to research-based best practices, leading to miscommunication and a general lack of buy-in.  Most importantly, they tend to leave out our most valuable asset: teacher leaders.  Join us as we study a large, urban district which has utilized the Mathematics Teacher Leader Institute over the past three years to transform the way its elementary schools engage in professional learning that is content-focused, sustained, and meaningful.

Lead Speaker: Lukas Hefty

Presidents Exchange – NCTM Catalyzing Change: Initiating Critical Conversations in Mathematics Teaching and Learning

The National Council of Teachers of Mathematics formed three writing teams at the early childhood/elementary, middle school, and high school levels with the intent to initiate the critical conversations needed to address issues in school mathematics. The Catalyzing Change series focuses on recommendations in school mathematics with the purpose of initiating critical conversations for improving mathematics teaching and learning in school mathematics. This session will focus on initiating critical conversations based on the key recommendations from the Catalyzing Change series.

Lead Speaker: Robert Q. Berry, III

Presidents Exchange – TODOS Influencing the Culture that Marginalizes Our Children

It falls upon educators to be activist on behalf of our children. The system that we know and are comfortable in does not work for our children.   The exclusive culture is deeply ingrained and inequities are unrecognizable.  Let’s spend some time together reflecting on how we can influence this culture.  How can we be a catalyst for a change of hearts and minds?

Lead Speaker: Diana Ceja

Productive Strategies to Support Students’ Engagement in Productive Struggle

Engaging students in tasks that involve reasoning and problem solving is essential for developing the conceptual understanding, procedural fluency, and productive habits of mind they need for their futures. Yet, these tasks are the most difficult to implement effectively. Learn strategies to increase students’ willingness to engage in challenging tasks and to promote their positive mathematics identities, along with common pitfalls to avoid. We’ll also discuss how you can support teachers in using these strategies.

Lead Speaker: Diane Briars

Relating Decimals, Fractions, and Ratios for Deeper Understanding:  How Are They Alike and How Are They Different?

This presentation and participant discussion of connections within and across decimals, fractions, and ratios focuses on how leaders can help students and teachers build conceptual webs of understandings from Grades 2 to 6.  We together will articulate and relate learning paths in these domains, describe common student errors that arise from confusions among these concepts, and discuss how to overcome such errors.  I will share and participants will discuss research-based approaches in these domains.

Lead Speaker: Karen Fuson

Sponsor Showcase – TBD

Starting with Me: Transforming Mathematics Education from the Inside Out

How might we transform the organizations we serve by first transforming ourselves? In order to lead mathematics education forward, we must understand ourselves as leaders and learners, including our strengths, preferences, blind spots, and limitations. Without attending to these aspects of our leadership personas, we are likely to limit or undermine our professional effectiveness. In this session, we’ll explore how to effectively transform ourselves in order to transform mathematics education in our spheres of influence.

Lead Speaker: B. Michelle Rinehart

Where Am I in My Equity Walk? Where will you be in 2025?

How might we improve the teaching and learning of mathematics for each and every student?  Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability (NCSM/TODOS, 2016), calls for “mathematics teachers and leaders to take multiple actions to create and sustain institutional structures, policies, and practices that lead to just and equitable learning opportunities, experiences, and outcomes for children.” Join us as we reflect and discuss key actions to deepen and sustain your equity work.

Lead Speaker: John Staley
Co-Presenter: Julia Aguirre

Why Study Algebra, and When?

Why is algebra so important that it is required of all students and occupies such a large part of the school mathematics curriculum? And why has there been pressure to move that study into earlier and earlier grades?

Lead Speaker: Zalman Usiskin

Tuesday Luncheon: Texas Instruments

“Let’s Get the Manipulatives Out of the Closet” and Other Ways for Administrators and Coaches to Partner

Collaborative leadership lays the groundwork for classroom transformation. When teacher leaders, coaches, and administrators work together strategically, great things can happen. Join us as we explore research-supported strategies used by real coaches and administrators to maximize the impact of planning, curriculum, instruction, and assessment in every classroom every day.

Lead Speaker: Kimberly Rimbey

Changing Mathematical Mindsets with High School Number Talks: A story of our research.

At our high school, Number Talks create a classroom culture of risk-taking, encourage mathematical discourse, and give voice to all students. We investigated the impact of Number Talks on mathematical mindsets, building upon prior work by Carol Dweck and Jo Boaler. We will share the research and results including student and teacher testimonials. As a leader in the New Decade, you will leave this session empowered to explore the power of Number Talk routines.

Lead Speaker: Jackie Palmquist
Co-Presenter: Alyssa Schneider
Co-Presenter: Pat Baltzley

Coaching to Illuminate Effective (and Ineffective) Ways to Support Diverse Learners

Effective mathematics teaching includes supporting and challenging students. Yet, many strategies for supporting emergent multilingual students and students with special needs fall short of this goal (e.g., pre-teach vocabulary).  We will explore research-based effective (and ineffective) mathematics teaching strategies for these learners, then investigate professional learning activities and coaching tools that help teachers become more effective in supporting their diverse students.

Lead Speaker: Jennifer Bay-Williams
Co-Presenter: Maggie McGatha

Designing Professional Learning Experiences across a Large and Diverse Geographic Region: Lessons and Celebrations

Coordinating long-term and large-scale professional development is challenging. What roles should outside consultants play? How are teachers recruited and prepared and how are local coaches empowered? How should local coaches continue the learning and assess their own growth and that of teachers and students?  Learn from the results of a 4-year professional learning experience sponsored in part by the Leadership Committee for English Education in Quebec (LCEEQ) that included 420 teachers, 20 coaches and as many as 9 external consultants.

Lead Speaker: Cheryl Cantin
Co-Presenter: Juli Dixon
Co-Presenter: Edward Nolan
Co-Presenter: Thomasenia Adams
Co-Presenter: John Ryan
Co-Presenter: Saba Din

Discover Grants and Scholarships Availability to Build Innovation in Mathematics Education

Do you want to improve your mathematical knowledge and your leadership, collaboration, and professional development skills in order to grow your influence in the mathematics education world?  The Mathematics Education Trust (MET) provides grants, scholarships, and awards that support teachers, mathematics leaders, and mathematics researchers with funds for materials, lesson development, conference travel, coursework, professional development, technology, in-service, and action research.  Come join us for an interactive session on grant writing!

Lead Speaker: Suzanne Mitchell

Equity, Mathematics, and Mindset

This session will highlight some of Jo Boaler’s work around growth mindset and equity in mathematics. During our time together, we will reflect on current beliefs, structures, and practices in our systems, experience mathematical tasks that incorporate effective strategies for increasing equitable access and outcomes for all students, consider relevant current research, engage in conversations with colleagues, and identify ways to bring reflective conversations about equitable practices into our work with others in our communities.

Lead Speaker: Jennifer Graziano
Co-Presenter: Nova Katz
Co-Presenter: Suzie Craig

Evaluating Curriculum-Embedded Math Assessments: Are “Chapter Tests” Good Evidence of Student Learning?

Curriculum-embedded assessments are often used by teachers to evaluate whether students are meeting grade-level standards. This session explores methods of analyzing and adapting such assessments to ensure that they appropriately target conceptual understanding, procedural skill and fluency, and/or application called for by the standards they are designed to measure. We’ll explore some common issues and hear how the Illustrative Mathematics K-5 team is working to address these issues in their upcoming curriculum.

Lead Speaker: Shelbi Cole
Co-Presenter: Marni Greenstein
Co-Presenter: Michael Nakamaye

Evaluating The Essentials For An Equitable  Math System Through The Lens Of Continuous Improvement

Examine your current mathematics system & move forward in designing equitable access for all students. Improvement Science research & tools will be utilized to analyze your current system & help to identify the essential actions needed to answer, “What is it we’re trying to improve?”

Lead Speaker: Stephanie Verners
Co-Presenter: Kim Webb

Hope for Teachers: Developing Emergent Bilinguals’ Language in Mathematics Class

This motivating, research-based session reveals how you can easily develop emergent bilinguals’ language in mathematics. There is a myth that mathematics is straightforward for emergent bilinguals because it is a universal language and yet these students are struggling (Author, 2018). Committed educators understand that emergent bilinguals will not improve unless we develop students’ language in every subject. Attend this event to obtain foolproof strategies that your teachers can implement immediately to develop mathematical language.

Lead Speaker: Jim Ewing

Identify and Capitalize on Students’ Interests and Hidden Mathematical Talents with STEM Projects

Results of five externally-funded programs for middle and high school students demonstrated the power of long-term projects to identify and develop students’ hidden mathematical talents, and sustain their interest in studying more mathematics and the sciences. All projects were developed  based on assessments of students’ interests, use of technologies (particularly phone apps), and include assessment techniques.  Participants will receive copies of several examples.

Lead Speaker: Carole Greenes

Interim/Diagnostic Assessment Data: A Practical Approach for the Implemenation of a Cycle of Inquiry to Inform Teaching and Learning

You’ve given an interim or diagnostic assessment to your students.  It’s been scored and now you have evidence of what your students know.  Now what? Let’s explore four tenants of how to Analyze, Interpret, Identify and Support students in their learning progression of mathematics.  We will use a lens of access and equity, ensuring all students are given the opportunity to expand their learning or to complete unfinished learning as evidenced by the data.

Lead Speaker: TERRI GIBBS-BURKE

Is Your Math Vision Leaking?

We know we want the discourse to increase in classrooms.  We may even have a vision for what we want by year end.  But does your vision leak throughout the year? Do you start strong, but somewhere along the way lose focus, determination, or tools to meet your original goal?  Do teachers know and understand the vision and feel they have the road map to achieve the desired result?  In this workshop, we will engage in effective roadmaps that allow schools and leaders to go from vision to reality.  We will learn from and use effective research-based rubrics, continuums, PD/coaching cycles,  and backwards design mapping to keep visions from leaking and instead lead teachers and students to desired outcomes.

Lead Speaker: Shannon Kiebler

Leading by Design: Aligning Professional Learning, Educator Effectiveness, and School-Wide Mathematics Goals

Explore a systemic design for leading school growth by aligning student, educator, and professional learning outcomes. Learn how to leverage your educator effectiveness process to maximize time, streamline support, and focus professional learning efforts on increasing student achievement in mathematics. Investigate how to cultivate teacher ownership of student learning outcomes using classroom level data to reflect on the impact instructionals shifts have on student success with the Standards for Mathematical Practices.

Lead Speaker: Stacy Cortez
Co-Presenter: Keri Heusdens
Co-Presenter: Camille Schroeder
Co-Presenter: Mandy Taylor
Co-Presenter: Timothy Nickel
Co-Presenter: Kim Hailer

Leading Conversations: Questioning Your Own Mathematics Language

The use of proper mathematical language is important when learning mathematical content. Many times though we use phrases in an attempt to help student understanding, but in reality they can hinder learning by hiding key mathematical ideas. This session will discuss how to build common language agreements in order to design and implement language supports that promote high quality mathematics teaching and learning.

Lead Speaker: Daniel Ilaria
Co-Presenter: B. Michelle Rinehart

Leveraging the Principles of Number Talks to Promote Change in the Mathematics Classroom

How can the underlying principles of Number Talks be used to support student agency, reach a diverse population of learners, and encourage best teaching practices? Through video analysis, mathematics tasks, and discussions, we will explore how to leverage four essential principles of Number Talks as integral components of all aspects of the mathematics classroom.

Lead Speaker: Sherry Parrish

NCSM Initiative: Communication Exchange

In this session, participants will learn how NCSM: Leadership in Mathematics Education created the communication exchange to ensure the consistency among our resources, branding and messaging to our members. The communication exchange ultimately brands us as the premier mathematics education leadership organization.

Lead Speaker: Bernard Frost
Co-Presenter: Natalie Crist

Powerful Moments in Math Class: Why Certain Experiences Stand Out and How We Create More of Them

As teachers, we want our lessons to leave a long-lasting impression on students. When we understand the psychology behind memories, we can use that knowledge to design powerful moments for our students. According to Heath and Heath (2018) memorable positive experiences contain one or more of the following elements: elevation, insight, pride, and connection. We will learn how to leverage each of these elements in math class to create meaningful and memorable experiences for all students.

Lead Speaker: Mike Flynn

Re-envisioning Coaching Frameworks: How Ten-Minute Reasoning Routines and Comparative Teaching Can Be Used to Improve Teacher Practice

A primary goal of coaching is to develop high-leverage teaching practices. To do this, coaches need to have sustained time coaching a teacher, which is often not the reality. To remedy this dilemma, we have been experimenting with a new coaching model called comparative teaching. In this session, we will explore how we used this model and ten-minute reasoning routines to dramatically improve teacher practice. A video case study will be used to highlight our learning.

Lead Speaker: Antonia Cameron
Co-Presenter: Deanna Catanzaro
Co-Presenter: Lynn Ann Fox

Real classrooms; Real teachers; Real opportunities for rich shared learning.

Principles to Actions provides teachers with essential practices to connect with our students, collaborate with our peers and commit to excellence. The Dana Center has taken these practices and created Innovation Configuration Maps providing clear, specific descriptions of what these practices look like when coaches are supporting teachers’ classrooms.  We will use these valuable tools as we step inside a virtual classroom from Inside Mathematics filmed through the Silicon Valley Math Initiative.

Lead Speaker: Mary Davis
Co-Presenter: David Foster

Sponsor Showcase – Zearn, “Deepening Daily Instructional Choices with Innovative Curriculum- aligned Professional Development”

The Anxiety in the Room: Strategies for Coaching Teachers with Math Anxiety.

How do math coaches distinguish between teachers’ resistance to changing teaching styles and having math anxiety? Can middle and high school teachers who are content specialists still have math anxiety? This session will explore research and stories from the field of teacher math anxiety. The presenter, someone who has experienced math anxiety, will share strategies from research and experiences from working with teachers that can be utilized by math coaches and administrators.

Lead Speaker: Heidi Sabnani
Co-Presenter: Sue Looney
Co-Presenter: Heather Johnson
Co-Presenter: Molly Vokey

The new culture code: Simplifying the complex rules of change!

We can simplify the complex problem of systemic change through a relentless culture code that values: Improving the emotional impact of every teacher, leading the respectful treatment of every teacher of mathematics, and leading through a simple set of rules that stimulate complex, collaborative and intricate behaviors benefiting students.The teachers you lead can solve extremely complex probelms using just a few rules of thumb. In this actively engaged session, we discover and discuss those rules!

Lead Speaker: Timothy Kanold

NCSM Past President Caucus

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Lead Speaker: Connie Schrock

NCSM Regional Caucus: Canada

All members of Canada are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Cheryl Cantin

NCSM Regional Caucus: Central Region 1

All members of Central Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Steven Shadel

NCSM Regional Caucus: Central Region 2

All members of Central Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Sharon Rendon

NCSM Regional Caucus: Eastern Region 1

All members of Eastern Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Cathy Boutin

NCSM Regional Caucus: Eastern Region 2

All members of Eastern Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Sue Vohrer

NCSM Regional Caucus: International

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Lead Speaker: Bill Barnes

NCSM Regional Caucus: Southern Region 1

All members of Southern Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Bernard Frost

NCSM Regional Caucus: Southern Region 2

All members of Southern Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Katey Arrington

NCSM Regional Caucus: Western Region 1

All members of Western Region 1 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Denise Trakas

NCSM Regional Caucus: Western Region 2

All members of Western Region 2 are encouraged to attend our caucus meeting. The caucus provides opportunities for you to connect, network, and celebrate regional success with fellow leaders. Your NCSM Regional Director and team leaders will share information on NCSM initiatives, important issues, and future events. Join us and provide input into the direction and work of our organization. There will be door prizes! We look forward to seeing you.

Lead Speaker: Kathlan Latimer

NCSM Business Meeting

Wednesday Breakfast

Removing Obstacles for English Language Learners in the Mathematics Classroom

English Language Learners (ELLs) come up against many obstacles in the mathematics classroom. What evidence can be used to determine and remove obstacles for our ELLs?  What structures are needed to ensure high quality math instruction for ELLs?  Ideas will be explored using work samples from ELLs, research from Access & Equity: Promoting High Quality Mathematics and Beyond Good Teaching: Advancing Mathematics Education for ELLs.

Lead Speaker: LeShell Smith
Co-Presenter: Lisa McDonough

A Balanced Approach to Making Fact Fluency Assessment Meaningful

Fact fluency mastery is rooted in flexiblity, efficiency, and accuracy; however, many fact fluency assessments focus on accuracy and speed. Are you wanting to assess fact fluency more effectively than with timed tests? Learn about a district’s journey to create homegrown comprehensive formative assessments that drive fact fluency instruction and improved student outcomes. Experience the process and leave with ideas for creating and implementing an effective fact fluency practice in your classroom, school, or district.

Lead Speaker: Robin Moore

A Tool to Support Leaders in Formatively Assessing Implementation of Equitable Mathematics Teaching and Learning Practices

This session introduces the Math Habits and Routines Tool (MHRT) iPad App for formative assessment of K-12 math instruction. Participants will learn how the tool is used to implement math instruction characterized by high cognitive demand and rich discourse thereby empowering all learners to reason mathematically. Participants will also use the MHRT App to code video clips, analyze MHRT App generated data, and create plans for teachers’ learning supportive of equitable math practices.

Lead Speaker: Ruth Heaton
Co-Presenter: Jill Board

Allies, Bridges, Creations: The ABC’s of Making Math Fun

How do you start a movement within your community to make math fun and engaging for parents, students, and teachers?  Follow our journey to increase parental engagement in elementary mathematics, provide equitable opportunities, decrease the achievement gap and eradicate the fixed mindset about mathematics.  Experience the process and leave with captivating ideas for creating and implementing an effective program that builds an avalanche of engagement for learning mathematical concepts in your school, classroom, and district.

Lead Speaker: Karin Lee
Co-Presenter: Jordan Smith Jr

Building a Community of Mathematical Thinkers in K-2 Classrooms

It is vital that primary teachers set the foundation for how students perceive mathematics. This session will highlight the intentional decisions teachers make throughout the year to foster a community of mathematical thinkers and doers. We will discuss how leaders can encourage teacher reflection to capitalize on instructional moments in order to build rich learning communities within primary classrooms and support young students in developing their mathematical identities.

Lead Speaker: Susie Katt
Co-Presenter: Lacey Eddy
Co-Presenter: Megan Fleischman

Coaches Coaching Principals: Developing a System to Support Principals’ Instructional Leadership for CCSS-M Implementation in Long Beach Unified School District

This presentation will explore Long Beach Unified’s efforts to support K-8 principals to become instructional leaders for CCSS-M implementation at their sites. District leaders will describe their work with coaches to build principals’ knowledge of mathematics instruction and their familiarity with the district’s math improvement efforts. Participants will learn about providing a foundation for principals to understand the CCSS-M, better collaborate with teachers and teacher groups, monitor mathematics instruction, and provide high-quality feedback to teachers.

Lead Speaker: Rebecca Afghani
Co-Presenter: Kyoko Weber-Sickler
Co-Presenter: Frances Reade
Co-Presenter: Rebecca Perry

Coaching with a Growth Mindset

We ask teachers to believe in the ability of every student to learn.  How do we as leaders reflect the belief that each teacher is capable of learning and developing as a professional educator?  This session builds on Dweck’s growth mindset research as well as Killion and Harrison’s characteristics of effective coaches to collaborate and create examples of growth mindset statements to express these beliefs to each person they coach.

Lead Speaker: Lori Ramsey
Co-Presenter: Sarah Hogg

Dynamic Partnerships: How the Principal/Coach Relationship Can Be Used to Create Lasting Change in School Culture

A strong partnership with administration is essential for any successful coaching initiative.  The Principal/Coach relationship is one that needs to be developed and nurtured so that a common vision of mathematics teaching and learning can be created and sustained.  In this session, we will share specific tools for how to create a dynamic collaboration between coaches and building leaders. We will also share specific assessment tools we have used to guide our work.

Lead Speaker: Stephanie Slabic
Co-Presenter: Antonia Cameron
Co-Presenter: Jennifer Costanzo
Co-Presenter: Renee McShane

Equity-Minded Transformation of Secondary Mathematics Education: Rigorous and Relevant Math at the Right Time for each Student

Increasingly, post-secondary institutions are recognizing the limited usefulness of the singular pathway to Calculus to serve all students.  Join leaders from NCTM, NCSM, CBMS, the Education Trust, and the Benjamin Banneker Association for a panel discussion on the progress several states have made in modernizing Algebra 2 and its follow-on courses to support multiple pathways.

Lead Speaker: Douglas Sovde
Co-Presenter: Connie Schrock
Co-Presenter: Robert Q. Berry, III
Co-Presenter: Uri Treisman
Co-Presenter: Brea Ratliff
Co-Presenter: Ary Amerikaner

Facilitating the Implementing of NCSM’s Essential Actions as a First Year District Mathematics Specialist

Focusing on Beliefs, Vision, Equity, and Relationships, we will share how our district used NCSM’s Essential Actions (specifically Coaching in Mathematics Education) to build structures for effective coaching, which includes building and maintaining relationships, identifying and prioritizing building and district needs, and providing support and leadership for the benefit of our students and our team.

Lead Speaker: Judy Dunmire

Framing School-wide and District-wide Policy and Procedures to Support the Work of Mathematics Coaches

The preparation and continuing professional advancement that mathematics coaches receive will influence their effectiveness, but so will administrative decisions about how coaches are positioned, supported, and utilized in schools. This session will share research findings identifying district- and school-level policies that impact the quality, context, and quantity of mathematics coaching as delivered in schools and will engage participants in discussion of critical local leadership strategies for supporting coaches and high leverage coaching.

Lead Speaker: Patricia Campbell

Positive Coaching: Increasing Teacher Resiliency in Mathematics

In this session participants will learn how to build capacity in mathematics by implementing a system of positive coaching that supports resilience and growth mindset in teachers. Presenters will share professional learning examples and tools, which could be implemented with any curriculum to support a structure of equitable mathematics learning and resilience in teachers.

Lead Speaker: Rachel Croft
Co-Presenter: Carolyn Cook

Presidents Exchange – AMTE The Five Practices in Practice: Successfully Orchestrating Mathematics Discussions in your High School Classroom

There are many challenges that teachers face when facilitating productive mathematics discussions in high school, including identifying meaningful mathematical goals and rich tasks, launching a task in ways to provide students with a path to success, and supporting students as they individually and collaboratively make sense of the mathematical ideas. This session will provide teachers and leaders with strategies for orchestrating productive discussions in high school classrooms in ways that support all students’ mathematical learning.

Lead Speaker: Michael Steele
Co-Presenter: Margaret Smith
Co-Presenter: Miriam Sherin

Responsive Math Teaching and Coaching: A Practice-Based Approach to Developing Instructional Leadership for High-Quality Mathematics Instruction

This session focuses on a practice-based approach to developing instructional leadership. We will illustrate how pedagogies of enactment (Grossman et al., 2009), including representation, decomposition, and approximation, can be incorporated into professional development and coaching to help teachers learn and implement new instructional practices. At the center of this work is the Responsive Mathematics Teaching model for high quality mathematics instruction that is responsive to both student thinking and the mathematical content.

Lead Speaker: Caroline Ebby
Co-Presenter: Lindsay Goldsmith-Markey

Supporting Success in Algebra for Underprepared Ninth Graders

Learn about resources designed for algebra support classes that provide underprepared students with additional instructional time and a curriculum to help students succeed in algebra by building the logic of algebra, and connecting arithmetic pattern and algebraic structure. This session will also share the work of an NSF-funded implementation study that is collaborating with over 25 districts to examine the effects of the algebra support curriculum on ninth grade students’ attitudes and achievement in mathematics.

Lead Speaker: June Mark
Co-Presenter: Deborah Spencer

Talk Number 2 Me: Mathematics & Mindfulness

What is school for? To educate? Do we draw out students’ talents and passion for mathematics? Social-Emotional Intelligence is the key component to engendering formidable mathematical learning. Dynamic Mindfulness is a trauma-informed mindfulness program that strengthens students’ identities as sense-makers and problem solvers. Let’s examine how the TRU Framework and Emotional Intelligence will build powerful mathematical identities and master the Standards of Mathematical Practice.

Lead Speaker: Christina Lincoln-Moore

The Beauty of Movement: Increasing Discourse in Mathematics Classrooms

The joyful sound of every student engaging in rich mathematical discourse is possible with a commitment to MOVEMENT. We will share why movement in your classroom is a non-negotiable and model practical ideas of how to make movement a professional development and classroom norm. Be prepared to move and speak about mathematics during this session.

Lead Speaker: Sara VanDerWerf
Co-Presenter: Chris Luzniak

Unpacking the Mathematics Needed for Proportional Reasoning

Let’s build our capacity to help teachers and students develop deep understandings of proportionality. Understanding proportional relationships is critical for mathematical proficiency in mathematics. But what does it mean to develop a deep understanding of proportionality? How can we make proportional reasoning more visible in number, algebra, measurement, geometry, probability, and statistics? Bring your ideas as we look at what it takes to support teachers in developing student proportional reasoning in deep and flexible ways.

Lead Speaker: Alden Edson
Co-Presenter: Yvonne Slanger-Grant
Co-Presenter: Elizabeth Phillips

Using an Instructional Routine to Inform Choices in Discretionary Spaces

A problem string is a multiple-entry, purposefully designed sequence of related problems that helps students mentally construct mathematical relationships and nudges them toward major, efficient strategies, models, or big ideas. I show how problem strings can be leveraged for changing student perceptions of the nature of mathematics and doing mathematics. Because facilitating problem strings requires teachers to showcase student strategies, this instructional routine provides excellent opportunities to disrupt notions of who can do mathematics.

Lead Speaker: Pamela Harris

Why Be A Lucky Coach, When You Can Be A Great Coach?

Too often we leave things to chance. Learn how to become a proactive leader by experiencing the Decision-Making Protocol for Mathematics Coaching. Guide leaders through complex choices as they work with audiences of individual teachers, teams, and administrators. Increase your impact by developing an agenda that balances your school context with NCTM Math Teaching Practices. Ensure equity by developing your ability to have courageous conversations to address contextual factors and respond to diverse student backgrounds.

Lead Speaker: Courtney Baker
Co-Presenter: Melinda Knapp

Youcubed Study of Algebra 1 in San Francisco’s De-tracked Mathematics Sequence

A common pattern in urban school systems is that students repeatedly take, fail, and repeat algebra. San Francisco is disrupting this pattern by moving to heterogenous classrooms and delaying mathematics acceleration until after Algebra 1. Youcubed at Stanford has partnered with SFUSD to study this change. Through classroom observations and interviews with students and teachers, youcubed is building an understanding of what equitable Algebra 1 teaching looks like in SFUSD. Come hear our early findings.

Lead Speaker: Jo Boaler
Co-Presenter: Tanya LaMar
Co-Presenter: Lizzy Hull Barnes
Co-Presenter: Miriam Leshin

Build a Dynamic and Collaborative Mathematic Teacher Team, One Lesson Study at a Time

Investigative. Interesting. Practical. Engaging.  These were some of the words teachers used to describe lesson study. Come learn how we made lesson study a part of the Math Department’s culture in an urban middle school.  We will watch videos from our work, share best practices and provide tools that you can use to implement lesson study in your school in order to build a dynamic teacher team and improve teacher practice.

Lead Speaker: Megan Gundogdu
Co-Presenter: Nicora Placa

Building Thinking Classrooms

We know that problem solving is an effective way for students to learn to think mathematically and to acquire deep knowledge and understanding of the mathematics they are learning. Simply problematizing the mathematics curriculum, however, does not help constitute the practice that teachers want or students need. Equally, infusion of problem-based learning into the mathematics curriculum does not help with the transformations we want to see in our classrooms. What we need are a set of practices that, along with good problems, can build thinking classrooms. In this presentation, Dr. Peter Liljedahl looks at a series of such practices, emerging from 15 years of research, that can help to build an environment conducive to problem-based learning. He will unpack his research that has demonstrates that a problem-based learning environment and culture can quickly be established, even in classrooms where students resist change.

Lead Speaker: Peter Liljedahl

Coaching Discursive Moves: Digging into the “Nitty-Gritty” of How Coaches Talk with Teachers

In this session, we focus on the unique ways coaches talk with teachers during planning and debriefing conversations. We will briefly share our research findings and framework for categorizing the discursive tendencies of mathematics coaches. Then, using our framework and sample data, participants will engage in collaborative activities such as analyzing transcripts and video clips of coaching conversations to deepen their thinking about coaching discursive moves and the impact on teacher learning.

Lead Speaker: Ryan Gillespie
Co-Presenter: Cynthia Carson
Co-Presenter: Julie Amador

Comprehension is a Two-Way Street! Supporting Teachers who are Teaching the English Language and Mathematics Simultaneously

How can we support mathematics teachers of emergent bilinguals to teach content, everyday language and specialized academic vocabulary? Students need language to think and to express their own understanding.  To this end, language and math goals are critical to deep understanding. Leaders and coaches will learn how to identify the linguistic demands of a lesson in order to support teachers in selecting instructional strategies that allow learners to share their thinking and develop deep understanding.

Lead Speaker: Tanaga Rodgers
Co-Presenter: Le Vada Gray

Cultivating Agency, Mathematical Understanding, and Conversation through Mathematical Language Routines

How do we prepare learners to take an active role in their own sense-making of mathematics? How might we support all students in developing mathematical language to communicate their thinking through writing and speaking? Let’s consider how Mathematical Language Routines both create a need for students to converse with others about mathematics and empower students to share their ideas around mathematical problems in ways that foster understanding.

Lead Speaker: Jennifer Wilson
Co-Presenter: Vanessa Cerrahoglu

Did I Do That? Harnessing the Power of Video for Teacher Reflection and Improved Practice

Recording ourselves can be an unnerving experience, but the benefits are vast. Discover the potential and importance of video-taping, the impact it can have on instruction, and the myriad settings in which it is an effective tool for reflection and, ultimately, student achievement. Explore when and how to intentionally use video to create a productive, equitable, and thoughtful mathematics classroom and learn specific, successful strategies for framing video-based reflection.

Lead Speaker: Elizabeth Flegar

Gaining Clarity In The Muddy Waters Of Proportional Reasoning

This session will explore tasks that address one of the most challenging and misunderstood concepts from K through Grade 8, with accessible entry points for diverse learners. Let’s unpack the necessary mathematical understandings students must develop before they are able to begin thinking proportionally as well as the many nuances that exist through the exploration of ratio and rate as we build a Roadmap to Proportional Relationships.

Lead Speaker: Kyle Pearce
Co-Presenter: Yvette Lehman

Improving Elementary Teachers’ Mathematics Discourse Practices: A Success Story of One 40-hour Professional Development Program

This session will highlight a year-long professional development program focused on supporting productive mathematics discourse in early elementary grades, and share findings from design and development research, and effectiveness studies of the program. It will emphasize professional development design features that have positively influenced elementary teachers’ knowledge and practices and students’ engagement in discourse. Participants will engage with an activity from the professional development, discuss research findings, and consider opportunities and implications for their work.

Lead Speaker: Paola Stzajn
Co-Presenter: Kristen Malzahn
Co-Presenter: Daniel Heck
Co-Presenter: Reema Alnizami

It’s A Wrap: Making Sense of Lesson Closure

One of the most challenging aspects of instruction is in being able to provide lesson closure that is consistent, doable, and productive for both students and teachers. Participants will be provided with a framework that identifies key elements of lesson closure that will help teachers wrap lessons with consistency, quality, and purpose, leading them to believe that the “trade off” of time from instruction is beneficial and will aid in building mathematical capacity for all.

Lead Speaker: Christine Moynihan

Leading for Change:  Systemic Innovation with the Residency Model

How does one large district become a change agent to increase teacher capacity in a systemic way?  Baltimore County Public Schools has implemented the Residency Model to provide job-embedded professional learning as research consistently suggests that sustained professional learning has the greatest impact on teachers.  Join this session to learn how the Residency Model is changing the face of professional learning in the district, and how to implement this change in your district.  Handouts provided.

Lead Speaker: Sue Vohrer
Co-Presenter: BCPS Team

Leveraging Learning:  The Impact of Illustrative Mathematics’ K-5 Curriculum Design Principles

Illustrative Mathematics is developing a problem-based K-5 curriculum that builds a coherent sequence of mathematical ideas. These materials will encourage teachers to reflect on, and challenge, the assumptions they make about mathematics, learners of mathematics, and the communication of mathematics in their classrooms.  Explore key curriculum design principles, engage in mathematics problems  from the curriculum. Together we will consider how activities support teacher learning and how the curriculum prioritizes student access to grade level mathematics.

Lead Speaker: Sara Baranauskas
Co-Presenter: Sarah Caban

Making Effective Assessment Habits Routine: Looking at Case Studies of Practice

Teachers understand the importace of formative assessment and thoughtfully observe as students engage in math. However, without efficient ways to gather data, they may struggle to set a routine. We will explore two case studies of teachers who has routinized effective assessment practice for various formats, including games and small-group lessons.

Lead Speaker: Denise Porter
Co-Presenter: Kathryn Flores

Making the Right Choice: Aligned Instructional Materials, K-8 Mathematics

High quality and equitable mathematics instruction begins with instructional materials aligned to College and Career Ready Standards. Now, schools and districts have choices for aligned instructional materials, but how do they know what to use? In this session we will explore how to prioritize local needs and use EdReports.org to make informed decisions about which materials to use, with attention to the coherence of the K-8 content standards.

Lead Speaker: Lynn Smith
Co-Presenter: Stephanie Fisher

Open

Structures for Desmos Professional Learning to Achieve School and District Goals [Desmos expertise not required!]

Participants will develop action steps for bringing Desmos professional learning to mathematics teachers and leaders in their school/district. Presenters will share their experiences in learning, planning, and delivering Desmos professional development to whole group, small group, and individual teachers and leaders in their large, diverse district. Participants will reflect upon their district goals and the shared experiences of the presenters to assist in developing action steps that bring Desmos professional learning opportunities to their school/district.

Lead Speaker: Chris Wright
Co-Presenter: Brett Parker

Targeted coaching for equitable teaching practices: activities to develop four essential teaching strategies

Ensuring every teacher develops equitable teaching practices requires targeted and sustained coaching. Start by focusing on high-leverage teaching moves that engage every student in meaningful mathematics. Next, leverage the repeatable nature of instructional routines that incorporate those moves to regularly coach mathematics content and teaching. In this session learn how to coach around four high leverage teaching strategies inside an instructional routine so that every student can come to expect a high-quality learning experience.

Lead Speaker: Grace Kelemanik
Co-Presenter: Amy Lucenta

Teaching Standards-Based Lessons for Social Justice: How to Adapt Traditional Textbook Activities to be Culturally Relevant

If math is a tool, what is it a tool for? For math to be accessible and equitable, students need to use mathematics as tools for understanding the world around them while developing competencies in grade-level content standards. Come see how we modified textbook activities to engage students in culturally relevant lessons that focused on issues of social justice while staying aligned to content standards. Practical tips for implementation and ready-to-use activities will be shared.

Lead Speaker: Ivan Cheng
Co-Presenter: Lucy Rodriguez

Using Challenging Tasks to Coach for Shifts in Classroom Practice that Promote Mathematical Proficiency

A goal for coaches, instructional leaders, and teachers alike is mathematical proficiency for all students. Towards that goal, participants will engage in activities and discourse around instruction that encourages students to do mathematics and build conceptual understandings of big mathematical ideas. The PD model shared in this session marries the lessons from Mathematical Thinking: From Assessment Items to Challenging Tasks with the Leading for Mathematical Proficiency Framework (LMP) to promote shifts in classroom practice.

Lead Speaker: Crystal Walcott
Co-Presenter: Doris Mohr
Co-Presenter: Michael Daiga

Using High-Quality Instructional Materials as a Tool for Professional Collaboration and Systemic Change

Schools often adopt math instructional materials with an assumption that materials alone will produce changes in teaching and learning, rather than thoughtfully and intentionally planning to support teachers with using these tools as resources for working toward desired reforms. In this session, we will discuss ways we have worked with schools to use shared instructional materials as powerful levers for promoting professional learning and collaboration and changing school-wide teaching practices in meaningful and coherent ways.

Lead Speaker: Sarah Burns
Co-Presenter: Debbie Leslie

We Are Smarter Together!

San Francisco middle school math coaches in the Problem Solving Cycle, a partnership with Stanford University, have grown their community partnerships to include the work of UC Riverside and the use of a small group student survey (Practical Measures) that quantifies students’ perceptions of participation in math class.  Hear how math coaches engaged with a meta-coach in inquiry cycles with teachers around the closure of a lesson and the impact on students’ mathematical thinking.

Lead Speaker: Alisa Brown
Co-Presenter: Emma Trevino
Co-Presenter: Toni Allen

What is Really Equivalent to Algebra II?

As colleges increasingly employ pathways that offer an alternative to the algebra to calculus route, the definition of what it means to be college-ready is changing. This change will necessitate rethinking the mathematics that students experience in high school. Come engage in a discussion around course design principles and student leanring outcomes for Algebra II equivalent pathways, based on current work at the Charles A. Dana Center.

Lead Speaker: Ted Coe
Co-Presenter: Josh Recio
Co-Presenter: Kathi Cook

Teachers and math coaches can’t do it alone!  Coaching school administrators to nurture shifts in mathematics instruction at their school.

Teaching for understanding is not about thinking outside the box.  It’s about changing the box itself. Helping administrators harness their essential role in supporting shifts in mathematics instruction at their school.  Examine a planning conversation around a math experience and develop a plan for a reflecting conversation based on student work to support teacher growth. Leave with tools for how to support ongoing teacher development around mathematics embedded within the school day.

Lead Speaker: Rebeca Itzkowich
Co-Presenter: Veronica Castro
Co-Presenter: Daley Chen
Co-Presenter: Patrick Hewett
Co-Presenter: Julie Brookes

Adopting New Curriculum Materials: An Opportunity for Change through Professional Learning and Teacher Supports

New state standards and an assessment that have raised the expectations for our students emphasized that our curriculum materials were not supporting our students or teachers. In this session, we will discuss the district curriculum adoption process and how we have been supporting teachers in implementing these materials over the last three years. Participants will reflect on how this might look in their own district and discuss with colleagues.

Lead Speaker: Joshua Males
Co-Presenter: Jerel Welker

Beyond “Islands of Hope”: Structures for Improving Mathematics Teaching and Learning Across a System

We are unlikely to fulfill our profession’s calling for equity when our reform efforts allow us to be content with “islands of hope,” or pockets of great teaching. Each and every student deserves to have consistently high quality classroom experiences. In this session, we describe the structures our district has used to advance mathematics teaching and learning across our entire system. We will share a timeline for change, as well as successes and challenges.

Lead Speaker: Abi Leaf
Co-Presenter: Bryan Meyer
Co-Presenter: Brian Lawler

Building Mathematics Leadership Capacity in Elementary Schools

Ensuring that all students have access to high-quality math instruction requires a shared vision and strong leadership that extends beyond the principal’s office. This session will share one district’s efforts, in partnership with a local mathematics education non-profit, to increase math leadership capacity in preparation for the implementation of new instructional materials in grades K-5.

Lead Speaker: Jennifer Lawler

Coaching for Equity: Commit to Transforming Mathematics Lessons for English Language Learners

Roughly three-fourths of all U.S. classrooms have at least one English Language Learner. We will consider what research says about providing these students with access to high-quality mathematics content and instruction. Through examples, we will discuss and reflect on several tools coaches can utilize during coaching cycles that make content accessible and provide structure for communication. These distinctive strategies support a focus on the use of concrete and visual materials as well as comprehensible input.

Lead Speaker: Julie Dill

Coaching Mathematics Teams – Which actions produce results?

Teachers working in collaborative teams can greatly impact student learning.  How does a mathematics coach work with teams to strengthen the learning of both teachers and students? What are the foundational team actions required to do the work well?  How do protocols help teams make sense of standards, design common assessments, and analyze data and respond?  A coach is a key part of building team and teacher capacity to plan for and analyze student learning.

Lead Speaker: Sarah Schuhl
Co-Presenter: Jennifer Deinhart

Coaching PLCs to Move Beyond Admiring Data

Data plays a key role in meeting the needs of today’s diverse student poplutation.  Many PLC teams look at data, but are they using it to change practice?  Participants will see how to effectively lead a PLC team through a data protocol in order to differentiate instruction.  Come experience a data cycle moving through the stages of understanding, analyzing, looking at root causes and responding to student work.

Lead Speaker: Rachel Fruin
Co-Presenter: Kathleen Williams

Developing a Culture of Teacher Inquiry and Self-Efficacy Using Embedded Instructional Learning Walks

Teacher to teacher learning is a transformational model for professional development. Just as health care specialists “round” to develop effective patient support, we will present “learning walks” as a way to improve teacher efficacy and student learning. This flexible alternative to formalized professional development provides choice in learning as teachers “walk” with colleagues/specialist to glean best practices. Structured protocols for observation, discussion, and reflection will be presented as well as improved teacher efficacy and practices.

Lead Speaker: Darshan Jain
Co-Presenter: Michelle Gammelgaard
Co-Presenter: Sue Ellen Vozza

Discourse and Mathematical Argumentation in Primary Grades: Building Capacity through Instructional Routines

Do you support elementary teachers through professional development in the area of discourse and mathematical argumentation? This session focuses on leveraging instructional routines to open opportunities for argumentation, which consists of the layers of noticing and wondering, conjecturing, justifying, and sharing. Participants will learn about the connection between the layers and instructional routines, how to support teachers as they incorporate instructional routines and argumentation, and guiding questions to ask at each layer of argumentation.

Lead Speaker: Chepina Rumsey
Co-Presenter: Jody Guarino

Formative Assessment in the K-2 Classroom: Capturing in the Moment What Really Matters

Most formative assessments are designed to pick up “deficits”-what a child doesn’t know in relation to end of year outcomes. žData driven approaches that result are then about “fixing the gaps.” This session is an opportunity to look at formative assessment differently: how, when, and what we assess will be examined using a developmental framework for numeracy, with related teaching implications that ensure equity and access in contrast to labels of deficits, with technology used as a tool.

Lead Speaker: Melissa Becerra
Co-Presenter: Emily Stewart
Co-Presenter: Jennifer Burrows
Co-Presenter: Catherine Fosnot

How Do I Support Diverse Student Thinking? Differentiating Instruction to Support Productive Struggle in Elementary and Middle School Classrooms

Most teachers are familiar with the concept of differentiated instruction (DI) (Tomlinson & Imbeau 2010)-a process through which teachers can increase access to content by considering unique characteristics of students as they plan instructional experiences.  Even though differentiation is clearly needed to ensure that all students have access to their own ways of making sense, it is not always clear how to differentiate in ways that maintain mathematical goals.  We unpack how teachers can differentiate instructional tasks using knowledge of student thinking and productive struggle.

Lead Speaker: Jessica Hunt
Co-Presenter: Sararose Lynch

Lost in Translation: From Writers’ Workshop to Leveled Math Groups

In K–5, we often take ideas from literacy and apply them to math. Sometimes that works well, e.g., sensemaking strategies for story problems. Sometimes, however, we oversimplify an approach, losing its power and purpose. In this session, we’ll look at grouping formats used in elementary math today (such as math workshop or guided math) through this lens. What were the original ideas? What have they morphed into? What does that transformation mean for students?

Lead Speaker: Tracy Zager

Mathematize It!  Building a Systemic Plan to Encourage Early Problem-Solving and Mathematical Modeling Capacity Across Grades K-8

What does it mean to see the world through a uniquely human mathematical lens – to mathematize?  Mathematizing is a foundational skill for translating real world situations into mathematical models. Mathematizing requires a robust understanding the work of the four operations (+ –  x  ÷).   Join us to plan a systemic approach to consistent language about the problem types and appropriate use of representations so that students learn to mathematize and develop understanding of the operations.

Lead Speaker: Sara Moore
Co-Presenter: Kimberly Morrow-Leong
Co-Presenter: Linda Gojak

Modeling Equitable Teaching Practices: Focusing on Identity, Intentionality and Privilege to Achieve Desired Learning Outcomes

Participants will be engaged in equitable teaching practices with a focus on teacher professional development for current and prospective teachers. This session prioritizes attending to effectively monitor, leverage and follow-up on evidence of student mathematical thinking while engaging and empowering students individually, in small groups, and during whole class discussions. As educators and teacher leaders, we will share experiences regarding identity and privilege through intentionality in instructional moves during mathematical learning.

Lead Speaker: Farshid Safi
Co-Presenter: George Roy
Co-Presenter: Lybrya Kebreab
Co-Presenter: Aline Abassian

Not Your Grandparents’ Algebra: Connecting Mathematical Content and Mathematical Practices Through Rich Algebraic Tasks

This talk will examine some algebraic tasks from a contextual, problem-based curriculum. Evidence of students’ mathematical understanding and sense making will be discussed through classroom videos, student work, and longitudinal research data. This discussion will focus on deepening understanding by how teachers can support student use of the mathematical practices as they build on prior knowledge and make visible new concept connections.

Lead Speaker: Elizabeth Phillips
Co-Presenter: Yvonne Slanger-Grant

One District’s Successful Journey to Solve the Number Sense Struggle

Come learn how Springfield Public School (MO) implemented instructional change to improve student scores and math mindsets. Explore number strings and math talks as tools to teach and reinforce mental math strategies. Move from theory to action in instructional change and see results in test scores and engagement. We will walk through our process, tools and data so that you can implement and succeed.

Lead Speaker: Brittany Goerig
Co-Presenter: Catherine Castillo
Co-Presenter: Tabitha Eutsler
Co-Presenter: Cary Sikes

Teach them to Fish:  How Model Lessons Promote the Use of Manipulatives, Representations, and Algorithms and Increase Access for All.

Why did middle schools throw manipulatives out with the bath water? Anne Arundel County Public Schools [AACPS] demonstrates bold leadership with the action of purchasing manipulatives for every middle school student and writing over 75 Model Lessons that show case conceptual understanding of the Common Core State Standards through a trajectory of learning.   Join AACPS as they share their district designed non-negotiable Model Lessons in their curriculum that foster conceptual development at the highest level.

Lead Speaker: Nicole Howard
Co-Presenter: Mary Rathlev

This is Us! Connecting Mathematics to Life Experiences

The tiniest events in our lives impact who we become. Each of us has a story – a story that could be used to facilitate the teaching of mathematics with real-world application.  To nurture the desire for students to learn and educators to diversify mathematics instruction, we have to think outside of the box.  Participants will learn how to support the design of clear, well-organized mathematical tasks reflective of best practices and appropriate for diverse learners.

Lead Speaker: Brea Ratliff

Using Instructional Routines to Create Classrooms Where Everyone Believes They Can Learn

Learn what makes an instruction routine and how implementing them can impact the culture of teaching and the culture of the classroom.  We will explore routines such as Which One Doesn’t Belong, Number Talk Images, and Same/Different as ways to allow all students access to math.  With these routines, we will explore why they provide access and equity in the classroom and how they can help change teacher perceptions of students.

Lead Speaker: Samantha Wuttig
Co-Presenter: Kristina Roehrig

What Does it Mean to Take a Transformational Perspective with Secondary Geometry? Helping Teachers Understand this Approach

Taking a transformational approach to geometry is much different than teaching transformations. What does it mean to take a transformational perspective? How can we help teachers develop mathematical knowledge for teaching geometry when transformations are to be used as the main approach? We will look at tasks that embrace CCSS geometry standards and promote thinking with transformations. Rich connections between transformations, symmetry, constructions, congruence, and proof will be shared.

Lead Speaker: Travis Lemon

Who Said Talk is Cheap?  Structures and Strategies to Engage Learners with Mathematics and Foster Mathematical Literacy for All

In order for every student to become mathematically literate, they must be fully engaged in mathematics every day.  Daily mathematics discourse provides an opportunity to build students’ reasoning and apply mathematical language and syntax, key components of mathematical literacy.  In this interactive session, participants will explore structures and strategies to help every student engage in meaningful mathematical discourse and leave with concrete ideas for supporting teachers in building mathematical literacy in every student.

Lead Speaker: Dennis McDonald
Co-Presenter: Michele Glenn

Wednesday Lunch

A Deeper Look: Re-Engagement for Primary Learners

Re-Engagement gives all learners the chance to  look at past work from a different angle.  By examining and responding to actual student work samples, students who struggled the first time around get another chance to consider the mathematics and successful students get the chance to make sense of solution paths different from their own.  Strategies for analyzing student work, choosing and ordering student work samples, and facilitating rich re-engagement lessons will be highlighted. Authentic student work will be featured.

Lead Speaker: Tracy Sola

Blunt Observations and Practical Strategies for Orchestrating Far More Impactful PD in Mathematics

It is clear that what passes for PD of teachers of mathematics is seriously underperforming.  Rarely does typical PD change teacher knowledge or classroom practice, which is why it so rarely improves student achievement.  This session will take a careful look at why this is so and how we need to make accessible but radical changes in what passes for PD and what has a much more likely chance of improving student achievement.

Lead Speaker: Steve Leinwand

Building a Community of Coaches:  Ongoing Professional Learning to Support Reflective and Evolving Coaching Systems

“It is crucial that the support we hope to give to students and teachers through the coaching is also provided to the coaches” (West, 2007).  Learn how we created a coaching learning community in an effort to build the capacity of mathematics coaches in our region. In this session, we will share collaborative experiences our coaches engaged in to deepen their understanding of coaching and how it impacts the teaching and learning of mathematics.

Lead Speaker: Jennifer Kruger
Co-Presenter: Melissa Staloff
Co-Presenter: Stephanie Martin

Changing the Story: Using Math Workshop to Help Teachers and Students Reach Their Full Potential

How can we ‘change the story’ for students who don’t participate or suffer from math anxiety? Math workshop allows teachers to differentiate for the varying needs in classrooms and creates an environment where students feel less anxious, take risks, engage in discourse, and aren’t afraid to participate. This session explores how moving to a workshop model is best for teachers and students by creating a space for small group instruction, meaningful learning tasks, and reflection.

Lead Speaker: Jennifer Lempp
Co-Presenter: Skip Tyler

Coaching the Mathematician

More authentic K-12/University partnerships must emerge to support preservice teachers to cultivate positive mathematical identities and develop agency as elementary mathematics teachers. We envisioned a novel partnership in which a coach and a university mathematics instructor met weekly to collaboratively plan for a content course for preservice teachers.  We examined coaching moves that were present in our weekly conversations, and how those coaching moves impacted the teaching practice of the mathematics instructor.

Lead Speaker: Rachelle Farmer
Co-Presenter: Joanna Jauchen

Creating Clarity, Building Capacity, Growing Leaders: One District’s Story of Change

As mathematics leaders, ensuring clarity of expectations for those we support can be challenging. Come learn about one district’s efforts to implement structures that support high quality mathematics teaching and learning through collaborative teams. Learn how these teams were supported with professional learning experiences that built capacity and developed leaders. Leave with ideas on how to implement these tests of change in your own school or district.

Lead Speaker: Susan Loveless

Creating Interesting Ways for Students to be Right and Wrong

Correct math depends on right answers. But meaningful math celebrates both right and wrong answers, allowing students to intrepidly explore and express their reasoning in varied and interesting ways. In this session, we’ll examine high- and low-tech ways for teachers to celebrate diverse work and build on student thinking in every form.

Lead Speaker: Eli Luberoff

Ensuring High-Quality Mathematics Instruction for Students with Disabilities

Providing high-quality mathematics instruction to ALL students means including those with special needs and IEPs too! Join us as we share best practices for adapting common mathematics routines to support sense-making in students with learning challenges and consider how administrators and leaders can guide the process for doing so. This session is appropriate for teachers and mathematics leaders of ALL grade levels.

Lead Speaker: Jamie Garner
Co-Presenter: Duane Habecker

Great Curriculum is Not Enough: Strategies for Overcoming Implementation Challenges

New curricula are often seen as magic bullets: giving teachers the right tool should lead to student learning, right? However, many schools face unexpected challenges when they begin using a new curriculum. This session will present research into why better curricula don’t necessarily lead to increased achievement, and what leaders can do about it.

Lead Speaker: Stephen Sebelski
Co-Presenter: Rolanda Baldwin

Increase Learning Power with Probe Power!

Misconceptions are a natural part of the learning process, right? But, how can they be uncovered in a safe and engaging way that informs and increases learning power? This session will showcase a fresh approach to formative assessments. Probes coach us to listen to our students, foster curiosity, boost social-emotional and growth-mindsets! Participants will walk away with their own “Probe Power” Toolkit.

Lead Speaker: Toni Osterbuhr

Meeting the Needs of Diverse Learners: Identifying Language Demands and Instructional Goals to Design Math Lessons

To meet the needs of English language learners in developing their mathematical understanding and communication of thinking, teachers need to determine the linguistic demands of their lessons.  Participants engage in a method for doing this as they experience a lesson designed for native English speakers and reflect on the language they had to understand and use for success. Participants learn that determining linguistic demands of a math lesson helps identify barriers for English language learners.

Lead Speaker: Brenda Konicke
Co-Presenter: Deepa Bharath

Problems with Placement Tests: Rigor and Equity

Many districts use placement tests. These seemingly straightforward tools are meant to help provide information to decide what course would be the best fit for each student. We will make a case that instead of helping these tests often cause far more harm than good. We will show how they undermine the rigor of programs, lack validity, and amplify inequities. We will discuss some viable alternatives.

Lead Speaker: Patrick Callahan

Sense-making, the Ultimate Intervention

A common but misguided intervention for struggling students is to remove the mathematics from a context and focus on procedures. This practice prevents students from relying on logic and using their own reasoning abilities to do math.  Struggling students need a contextual framework the most.  Students work and video will suppofrt this assertion.

Lead Speaker: Janet Sutorius

Using Manipulatives to Assess Student Understanding of Geometry

Mathematics leaders will engage in meaningful tasks, which provide opportunities to sort, classify, and organize geometric shapes into a concept matrix. They will defend their reasoning and justify their responses, while using the five practices of productive discussion. This session supports diverse learners by building their mathematical literacy through defining geometric figures by their sides and angles, finding similarities and congruence, and using precise terminology.

Lead Speaker: Barbara Post
Co-Presenter: Nita Walker

We Know Coaching Works, but How Do You Build an Impactful and Sustainable Coaching Program Across Multiple Districts?

The research shows that job-embedded instructional coaching is more powerful in changing teacher practice than traditional professional learning.  However, there are many factors to consider in building a coaching model from the ground up. In this session, we will discuss how we considered the needs of individual districts, research from coaching experts, and sustainability to build and improve our coaching program over the last 3 years.

Lead Speaker: Tara Becker-Utess
Co-Presenter: Jennifer Bricarell

When Content is Not Enough: Clarity in Learning Intentions

Learners are included when they truly understand what success looks like. Join us to learn to craft learning intentions which provide clarity & direction for learners. It’s about the math AND about how we help students interact with the math.

Lead Speaker: Andrea Kotowski
Co-Presenter: Sara Moore

Can the Whole School Agree? Terms? Notation? Rules? Models?

Can you confirm that everyone in your school is using the same terms or notation? Can you be assured that students see the building of the use of models over the years – like number lines? Are you confident that instruction focuses on a consistent plan across the grades without any emphasis on rules that expire? Join us to hear more about helping students see the regularity of mathematics when we teach as a team.

Lead Speaker: Karen Karp
Co-Presenter: Sarah Bush
Co-Presenter: Barbara Dougherty

How to Help Students Become Problem Solvers, Not Math Robots

If your teachers’ students seem like they understand… until teachers see their test scores, then you should introduce teachers to problems with open middles. They help teachers clearly see what their kids know, unlock student thinking, and have them begging for more.

Lead Speaker: Robert Kaplinsky

Limitless: Learn, Lead and Live without Barriers

Recent years have seen an explosion of scientific evidence showing that there is a different way to learn, lead and live, available to us all. When people take a limitless approach to learning – in mathematics and in life – different pathways open up, leading to higher, more equitable and more enjoyable achievement. Mindset messages are important but they do not take root unless they are accompanied by a different approach to content and life. In this session we will consider what this different approach is. We will think together about ways to learn, lead and live without barriers.

Lead Speaker: Jo Boaler