Fall Conference 2016 Resources 

 

The 2016 Fall Conference of the Virginia Mathematics Specialists

 

was held September 29-30, 2016

at

Germana Community College

in Culpeper, Virginia

 

CLICK BELOW TO DOWNLOAD THE PROGRAM 

 

VACMS 2016 Fall Conference Program   

 

 

Featured Presentation

Exploring Changes to the Mathematics Standards of Learning and Curriculum Framework

Debbie Delozier, Tina Mazzacane, and Christa Southall

The Virginia Department of Education’s Mathematics Team highlighted the revisions to the 2016 Mathematics Standards of Learning and Curriculum Frameworks by grade level or course.  Participants engaged in activities and discussions around the following topics:

                            • Timeline for implementation
                            • Resources for implementation
                            • Specific changes by grade level or course
                            • Roles (state and local level)
                            • Implications

 

PRESENTATION

 

Session A 104A:  Effective Teaching Practice from Principles to Actions

Dr. Robert Q. Berry, III, Professor, University of Virginia

This session used vignettes and the voices of students, teachers, and other school personnel to highlight the effective teaching practices in NCTM’s Principles to Actions. Specifically, the session unpacked four teaching practices: (a) Implement tasks that promote reasoning and problem solving; (b) Build procedural fluency from conceptual understanding; (c) Use and connect math representations; and (d) Pose purposeful Questions. (Grades K-5)  

PRESENTATION

Session A 104B:  Creating MathematicalThinkers

Heidi Demasi, Mathematics Specialist, Williamsburg James City County Schools

Jenna Katuzienski, Mathematics Specialist, Williamsburg James City County Schools 

The presentation showed how, why, and when to use Exemplars in classrooms. Attendees learned how to implement Exemplars with teachers they work with. They completed one Exemplar as a “class” and experienced firsthand the power in sharing our thinking and strategies. Participants learned how to gduide teachers to guide students through self-assessment of their work and use the information gathered as a formative assessment. (Grades K-5) 

PRESENTATION

Session A 104C:  Measurement, It's Not Just for Math Class Anymore!

Tres Wells, Mathematics Teacher, Albemarle County and Justin Hose, Mathematics Specialist, Frederick County Public Schools

Measurement can be taught in so many fun ways that extend outside of the mathematics classroom.  Participants explored activities that help teachers teach measurement in natural contexts instead of isolated to the mathematics classroom.  (Grades 6-8)

PRESENTATION

Session A 123:  What Can I Do? The Role of Mathematics Specialists in Promoting Equity and Excellence

Dr. Toya Jones Frank

PRESENTATION

Session A 209:  Promoting Success in Algebra I Through Professional Development and Coaching 

Kirk Walters, Managing Researcher, American Institutes for Research

Strong professional development and coaching can support efforts to improve instruction and student success in algebra. Presenters highlighted strategies examined in the research and connections to what teachers and math specialists described implementing in schools and districts. Team members of the Promoting Student Success in Algebra I project, funded by the U.S. Department of Education, provided written and online materials and facilitated interactive discussions in which participants shared strategies and challenges. (Algebra)   

PRESENTATION AND HANDOUTS 

Session A 211:  Guided Groups Without Tears

Marilee Ward, Mathematics Specialist, Williamsburg James City County Schools

Rose Burwell, Mathematics Specialist,  Williamsburg James City County Schools 

In this session participants looked at what needs to be done in order to successfully implement guided groups in the classroom. They discussed how to help students learn to become independent workers and how to focus lessons that meet your students' differing needs.  (Grades K-5) 

PRESENTATION

Session B 104A:  Applying Principles to Actions to the Work of a Mathematics Specialist 

Dr. Pamela Bailey, Assistant Professor, Mary Baldwin University

Principles to Actions (PtA) by NCTM is about the effective practices of a mathematics teacher: what the teacher and student should be doing. Participants worked on adding a new dimension to what is presented in this text, the actions and best practices of mathematics leaders that will support PtA. What will you, the mathematics leader, do to support teacher growth in their transformation to a facilitator of knowledge and inquiry? (Grades K-8)

PRESENTATION

Session B 104B:  Collaborative Coaching

Jackie Davis, Lead Instructional Coach, Lynchburg City Schools and

Will Tad Johnston, Mathematics Coach, American Institute for Research

Teachers often have multiple supports: district supervisors and coaches, contracted coaches, school coaches, and teacher leaders. While each may bring unique expertise to a school, it is important that all players work together to ensure maximum teacher growth and improvements in student learning and achievement. Presenters shared their teachers' perspectives about working with multiple coaches and the ways of coordinating their work to utilize individual skills and experiences while maximizing collective impact.  (Grades K-5)   

PRESENTATION

Session B 104C:  Meaningful Marbles

Christine Belcher, Teacher, Math Science Innovation Center and Brian Domroes, Teacher, Math Science Innovation Center 

Are you looking for a meaningful way for your students to develop the equation of a line from a graph? This STEM-based activity uses graduated cylinders and marbles to generate data that can be graphed and analyzed. Students will investigate the similarities and differences of the graphed data to determine the factors that influence the positioning of a line on a graph (slope and y-intercept), and determine the equation of the line using these factors.  Participants will discuss supporting teachers to implement this and other STEM based activities.   (Grade 6 through Algebra I)       

PRESENTATION AND HANDOUTS

Session B 123:  Growth Mindset Coaching in the Mathematics Classroom

Jamey Lovin, Virginia Beach City Pubic Schools

Failure is the catalyst of many learning experiences. Learners with a growth mindset are capable of making mistakes, facing their mistakes with resilience, and persevering toward a goal. How do educators help learners develop a growth mindset? How do coaches and teacher leaders help educators infuse this idea into their pedagogy and content?  In this session, we will look at what growth mindset is, what it looks like in a mathematics classroom, and how to be a growth mindset coach. (K-8) 

PRESENTATION

Session B 209:  Promoting Success in Algebra I Through Professional Development and Coaching 

Kirk Walters, Managing Researcher, American Institutes for Research

Strong professional development and coaching can support efforts to improve instruction and student success in algebra. Presenters highlighted strategies examined in the research and connections to what teachers and math specialists described implementing in schools and districts. Team members of the Promoting Student Success in Algebra I project, funded by the U.S. Department of Education, provided written and online materials and facilitated interactive discussions in which participants shared strategies and challenges. (Algebra)   

PRESENTATION AND HANDOUTS

Session B 211:  Implementing Math Stations in the Elementary Classroom

Lynn Good, Mathematics Specialist, Halifax County Public Schools and Ashley Overstreet, Teacher, Halifax County Public Schools 

Once math stations are up and running, they are an excellent means to incorporate independent learning, meaningful practice, and teacher-directed instruction for small groups into the regular math block. Successful implementation of math stations requires both clear rules and expectations for students along with meaningful activities presented within an easy-to-follow format. Attendees participated in two routines demonstrating this instructional practice. (Grades 3-5) 

PRESENTATION AND HANDOUTS

Session B 224:  Can You Teach Me Now?

Sallie B. Dodson, M.S. Ed., Miller-Motte Technical College 

Building on the central belief that caring is the key to effective teaching, the “why”, “what”, and “how-to’s” of research-based classroom management strategies are the focus of this presentation.  Participants were challenged to reexamine traditionally-held assumptions about behaviors that students bring with them to the classroom and were asked to make adjustments to their educational philosophies based on this paradigm shift. This was not an “all talk, no action” presentation. Participants discussed how to implement these strategies with teachers.
(Grades K-5)   
 
 

PRESENTATION AND HANDOUT

Session B 227:  Blended Learning: Using Technology to Personalize Education 

Cindy Sypolt, Mathematics Specialist, Stafford County Public Schools

Jennifer Wolfenbarger, Technology Resource Teacher, Stafford County Public Schools

Participants heard about Ferry Farm Elementary's journey to incorporate blended learning into their classrooms. Presenters shared how they began their process and how they supported the teachers in their classrooms. The discussion included how they used the station rotation model, formative assessments and online resources, as well as, next steps.  (Grades K-5)

PRESENTATION  

Session C 104A:  Mathematical Tasks to Skills

Dr. Betti Kreye, Associate Professor, Virginia Polytechnic Institute and Dr. Jean Mistele, Assistant Professor, Radford University

This hands-on session addressed how mathematics specialists can use mathematical tasks to move students to skill fluency with understanding. Guided by research, presenters discussed the importance of mathematics tasks and the characteristics of mathematical tasks that promote student learning with understanding. Presenters also addressed teacher actions, when implementing the mathematics tasks in the classroom that keep the task at a high level. (Grades K-5)

PRESENTATION

 Session C 104B:  Leading Teams to Write, Implement, and Analyze Effective Common Formative Assessments

Che Abdeljawad, Mathematics Coach, Arlington County Public Schools

When teams collaboratively design, implement, and analyze common formative assessments, a shift occurs from lesson planning to learning planning, while informing interventions and teacher practice. Participants learned the process one professional learning community is currently using to implement and sustain this important work. (Grades K-5)

PRESENTATION

Session C 104C:  Differentiating for Early Childhood Number Concepts

Leslie Laden, Stafford County Public Schools and Julie Rhoads, Stafford County Public Schools

Participants examined the complexities of early childhood number concepts in order to differentiate learning tasks. Participant used questioning and scaffolding techniques to adapt activities to meet the needs of all students and discussed how they could implement this with teams and teachers they support.  (Grades K-2)

PRESENTATION AND HANDOUTS

Session C 123:  Bringing Home the Five Practices

Dr. Theresa Wills, Assistant Professor, George Mason University 

Participants simulated The 5 Practices of Math Discussions by modeling the practices using a plethora of unique student work. Emphasis was placed on explicitly connecting these 5 Practices with the mathematical teaching practices of NCTM’s Principles to Actions. Math specialists walked away with a ready to use PD that can be given to administrators, teachers, and coaches. (Grades 6-8) 

PRESENTATION           

Session C 209:  Building Fraction Sense for Middle School Math

Charlene Sebastian, Retired Mathematics Specialist, Stafford County Public Schools

Rose Averett, Mathematics Specialist, Stafford County Public Schools

Participants experienced activities that teacher teams can use to help students reason with fractions through various models: area, linear, and set. Time was spent on these fraction tasks which can be adapted for daily warmups and also have middle school students reasoning about proportions and creating a firm foundation as they solve algebra problems with fraction coefficients. (Grades 6-8)

PRESENTATION   

Session C 211:  Math Games for Guided Groups

Rose Burwell, Mathematics Specialist, Williamsburg James City County Schools

Marilee Ward, Mathematics Specialist, Williamsburg James City County Schools

The purpose of this session was to provide math specialists with meaningful independent math activities and games which can easily be integrated into math instruction.  This session:
• Demonstrated basic math fluency games using a regular deck of playing cards and permit practice time.
• Offered instruction on using manipulatives in independent math practice.
• Supplied information on incorporating math movement activities in the classroom.

Time will be provided for participants to discuss how they can support teachers to use these games as part of their strategies toolbox.  (Grade 3-5)

 PRESENTATION AND HANDOUTS

Session C 224:  The Math Diet: An instructional Framework to Grow Mathematicians

Dr, Kateri Thunder, Ph.D., Teacher, Charlottesville City Schools and Alisha Demchak, M.Ed., Teacher, Charlottesville City Schools

The metaphor of a balanced diet was used to describe the vital components of literacy instruction to grow readers and writers. Similarly, the Math Diet (© 2012) provided an instructional framework to grow mathematicians. The Math Diet includes five components. Participants examined each component, its importance for mathematical growth, ways to use the Math Diet to plan math units and lessons, and instructional strategies to implement the components in K-5 classrooms. (Grades K-5) 

PRESENTATION

Powered by Wild Apricot Membership Software