VirginiaCouncilofMathematicsSpecialists

8thAnnualConference

Coaching:PurposefulPlanningforVisibleImpact

UniversityofMaryWashingtonStaffordCampusOctober4,2019

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The Virginia Council of Mathematics Specialists 2019 VACMS Board Members

VACMS Officers

President Carol Walsh Middlesex County Public Schools Past-President Corinne Magee Arlington Public Schools President-Elect Jamey Lovin Virginia Commonwealth University Recording Secretary Rose Averett Stafford County Public Schools Membership Secretary Linda Jaegar Richmond Public Schools

VACMS Board Appointed Support Positions Treasurer Contina Martin Portsmouth City Public Schools Website Coordinator Jamey Lovin Virginia Commonwealth University Advisor Vickie Inge Retired Mathematics Educator

VDOE Regions and Higher Education Representatives Region 1 Cathy Blair Powhatan County Public Schools Region 2 Tara Smith Virginia Beach City Public Schools Region 3 Beth Burnap Caroline County Public Schools Region 4 Bethany Brammer Culpeper County Public Schools Region 5 Bill Eggl Bedford County Public Schools Region 6 Jamie Barker Roanoke City Public Schools Region 7 Jolene Lambert Lee County Public Schools Region 8 Lynn Good Halifax County Public Schools University Heather Nunnley Virginia Commonwealth University

2019 Conference Committee Chairs Conference Logistics Chair Carol Walsh Middlesex County Public Schools Program Chair Corinne Magee Arlington Public Schools Conference Registration Jane Grove Retired Mathematics Educator Conference Evaluation Vickie Inge Retired Mathematics Educator Conference Evaluation Rose Averett Stafford County Public Schools Web Coordinator Jamey Lovin Virginia Commonwealth University

2019 Conference Strands

• Coaching for Instructional Clarity: Planning and Decision Making with Purpose • Coaching to Make an Impact: Moving Students from Surface Learning to Deeper Learning to Transfer • Enhancing Math Leaders' Skills: Facilitating PLCs, Aligning Curriculum Materials and Technology

Applications, and Transitioning to the Role of Math Specialist

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VIRGINIA’S MATHEMATICS SPECIALIST INITIATIVE Mathematics Specialists are teacher leaders with strong preparation and background in mathematics content, instructional strategies, and school leadership. Based in elementary and middle schools, mathematics specialists are former classroom teachers who are responsible for supporting the professional growth of their colleagues and promoting enhanced mathematics instruction and student learning throughout their schools. They are responsible for strengthening classroom teachers’ understanding of mathematics content, and helping teachers develop more effective mathematics teaching practices that allow all students to reach high standards as well as sharing research surrounding how students learn mathematics. The overarching purpose of Mathematics Specialists is to increase the mathematics achievement of all the students in their schools. To do so, they:

• Collaborate with individual teachers through co-planning, co-teaching, and coaching • Assist administrative and instructional staff in interpreting data and designing

approaches to improve student achievement and instruction • Ensure school curriculum is aligned with state and national standards and their school

division’s mathematics curriculum • Promote teachers’ delivery and understanding of the school curriculum through

collaborative long-range and short-range planning • Facilitate teachers’ use of successful, research-based instructional strategies, including

differentiated instruction for diverse learners such as those with limited English proficiency or disabilities

• Work with parent/guardians and community leaders to foster continuing home/school/community partnerships focused on students’ learning of mathematics

• Collaborate with administrators to provide leadership and vision for a school-wide mathematics program On December 3, 2004 School Divisions participating in NSF-MSP Grant and University Partners agreed upon this

working definition of Mathematics Specialists.

VACMS Goals The purpose of the Virginia Council of Mathematics Specialists shall be:

• To support mathematics specialists as professional school-based mathematics leaders • To advocate for effective, rigorous, and equitable mathematics instruction • To promote collegial collaboration among the organization members • To collaborate with mathematics organizations at the local, state, and national levels to

provide professional learning opportunities for mathematics specialists.

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CONFERENCE SCHEDULE Registration: 7:45-8:30

Keynote: 8:30-9:30 Session A: 9:45-11:00

Session B: 11:15-12:30 Lunch: 12:30-1:15

Session C: 1:15-2:30 Session D: 2:45-4:00

MAKING THE MOST OF YOUR CONFERENCE

The Virginia Council of Mathematics Specialists (VACMS) welcomes you to an exciting and informative conference designed to support your work as a mathematics specialist or school-based leader providing professional learning to support classroom teachers. Conference planners have made every effort to provide adequate sessions and total seating during each session time block. The room capacity for each presentation is listed in the At-a-Glance pages. For your safety, and due to fire regulations, only those with seats will be permitted in the presentation room. All of John Almarode’s sessions will be in University Hall in the multi-purpose room. All other break-out sessions will in the South Building (building with the flag pole). A few reminders…

• Lunch will be in University Hall. Seating is available in the lobby (downstairs and upstairs) and in the multipurpose room. Lunch will be from 12:30-1:15.

• All seats are available on a first come, first served basis. • Please visit the vendors! They are important and informative partners in our work.

CONFERENCE PARTNERS

The Virginia Mathematics and Science Coalition (VMSC). The VMSC is an alliance of education, corporate, and public policy leaders who provided the original thrust and continue to offer continuous support for Virginia’s Mathematics Specialists Initiative. Documents, journals and research reports about the Virginia’s Mathematics Specialists Initiative can be located at their website: http://www.vamsc.org/

Following the conference, you will receive a link to the VACMS’s online evaluation and feedback form. Please take time to provide feedback to the Board so they have information as they plan future conferences and events.

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About Dr. Almarode: Dr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since graduating from Bridgewater College in 2002, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments. He has worked with hundreds of school districts and thousands of teachers in Australia, Canada, England, Saudi Arabia, Scotland, South Korea, and Thailand. In addition to his work in PreK – 12 schools and classrooms, he is an Associate Professor in the Department of Early, Elementary, and Reading Education, the Co-Director of James Madison University’s Center for STEM Education and Outreach, and the Director of the Content Teaching Academy. In 2015, John was named the Sarah Miller Luck Endowed Professor of Education. At James Madison University, he works with pre-service teachers in elementary science methods, and actively pursues his research interests including the science of learning, the design and measurement of classroom environments that promote student engagement and learning. The work of John and his colleagues has been presented to the United States Congress, the United States Department of Education as well as the Office of Science and Technology Policy at The White House. John has authored multiple articles, reports, book chapters, and several books including Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), From Snorkelers to Scuba Divers (Corwin Press, 2018), Visible Learning for Science with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018). He has several upcoming books including books on teacher clarity and implementing Visible Learning in the mathematics classroom. These are due out this Fall. However, what really sustains John, and is his greatest accomplishment is his family. John lives in Waynesboro, Virginia with his wife Danielle, a fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Angel and Forest Contact information: Email: almarojt@jmu.edu; Phone: (540)255-1359

Virginia Council of Teacher of Mathematics Annual Conference

March 13 and 14, 2020 Virginia Commonwealth University

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Keynote 8:30-9:30

Multi-Purpose Room

University Hall

John Almarode, PhD

From Snorkelers to Scuba Divers – Finding the Right Amount of Rigor for Mathematics Learners

Is this going to be on the test? Why do we have to know this? Is this for a grade? Can you tell me what I need to do to get this problem right? These questions haunt each and every mathematics teacher that is on the receiving end of such inquiry. When mathematics teachers create an environment that fosters and nurtures engagement, questions like these evaporate from our schools and classrooms while our students deep dive into learning. Over the past fifteen years, the science of learning has provided many insights into how we think about mathematics. Furthermore, these promising principles provide a starting point for inspired and passionate teachers to build the capacity in learners to see themselves as their own mathematics teachers. This keynote shows you how! Participants will experience targeted and specific strategies for finding the right level of rigor, striking the ideal balance between surface and deep learning, and identifying the perfect level of challenge for each student in your mathematics classroom. Practicing what we preach, we will engage in an out-of-your-seat experience that models the promising principles from science of learning for deep thinking and understanding in mathematics: simple to complex, concrete to abstract, and the idea that memory is the residue of thought.

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At-a-Glance Session A

9:45-11:00

South Building Room 106 25 seats

Room 108 25 seats

Room 116 35 seats

Room 204 20 seats

Making Negatives Positive: Changing the

View on Integer Operations

Katelyn Devine

Grades 6-8

Deepening Content Knowledge with Teams

of Teachers

Kelle Lyn Scott Paige

Grades 6-8

Using Desmos on the SOL Test

Bill Eggl

High School

Decimals: Model, Round, Compare,

Compute

Suzanne Coleman Meghann Cope

Grades 3-5

Rooms 205-206 45 seats

Room 207 20 seats

Room 224 20 seats

Tired of Reactive Coaching? Try Proactive Coaching!

Courtney Baker, PhD

Grades 3-8

Exploring Fraction Relationships

Crystal Miller Amanda Holt

Grades 3-5

Making Sense of Multiplication

Nate Potter

Gr 3-5

Room 225 20 seats

Room 226 20 seats

Rooms 227-228 45 seats

Room 110 50 Seats

Coaching that Supports Teachers’ Learning and

Growth

Jessica Brown Lindsay Kidd Grades 3-5

PLEASE DON’T COME: I Don’t Have Time for

That!

Jamey Lovin

Grades 6-8

What’s in Your Closet? A Framework for

Teaching Early Number

Lois Williams, Ed.D Marguerite Mason, PhD

Grades K-2

Supporting the Implementation of Rich Mathematical Task in

the K-5 Classroom

Debra Delozier

Grades K-5

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Room 106

Making Negatives Positive: Changing the View on Integer Operations (Grades 6-8)

Katelyn Devine, Henrico Public Schools

In English double negatives are bad, but in math they're positive? This session will focus on coaching moves that facilitate a positive teacher perception about teaching integer operations where students ultimately develop a long-range understanding of integer concepts. Strategies will include developing intentional patterns and connecting questions in activities for students to self-determine algorithms, embedding meaningful student connections, and using manipulatives. While the instructional strategies focus on integers during this session, they can be adapted to any math concept. Participants will leave with activities they can model for teachers tomorrow.

Room 108

Deepening Content Knowledge with Teams of Teachers (Grades 6-8)

Kelle Lyn Scott Paige, Fairfax County Public Schools

Explore different ways to facilitate mathematics with teams of teachers to deepen their content knowledge. Consider how to select a task, structure the experience, and offer opportunities for reflection to build teacher capacity. We will utilize mathematical tasks and number sense routines to engage teachers and equip them to push for deeper student understanding.

Room 116

Using Desmos on an SOL Test (High School)

Bill Eggl, Bedford County Public Schools

Participants will learn how to use Desmos as a graphing calculator to deepen understanding of mathematical concepts. Participants should bring a laptop/tablet for an interactive experience.

Room 204

Decimals: Model, Round, Compare, Compute (Grades 3-5)

Suzanne Coleman, Bedford County Public Schools Meghann Cope, Bedford County Public Schools

Come expand your tool kit with hands on-ways to model, round and compare decimals, as well as strategies to compute! We will model and practice activities you can take and teach your team to address the changes to the 2016 standards and provide editable resources to support this. Don’t be intimidated by division of decimals!

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Room 205-206

Tired of Reactive Coaching? Try Proactive Coaching! (Grades 3-8)

Courtney Baker, PhD, George Mason University

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.

Room 207

Exploring Fraction Relationships (Grades 3-5)

Crystal Miller, Chesterfield County Public Schools Amanda Holt, Chesterfield County Public Schools

Participants will engage in discussions regarding the fraction/whole relationship, discover higher order questions that will help their teachers develop a deeper understanding of fraction concepts, and brainstorm strategies to address students’ misconceptions about fraction concepts.

Room 224

Making Sense of Multiplication (Grades 3-5)

Nate Potter, Goochland County Public Schools

In this session we will discuss how to utilize the best of what research guides us to. By combining Number Talks, Problem Solving techniques, Exemplars, a Progression of Models, and Reflex we are able to help third graders make sense of multiplication. Strategies in this session include co-teaching and parallel coaching. Meaning that while the coach is modeling the pedagogy of small group instruction, content is being taught to students in a way that the classroom teacher is also learning. Math specialists can implement this strategy on a regular basis with any content and teachers can learn to successfully teach in small groups while integrating number talks, technology, problem solving, and multiplication with a progression of models.

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Room 225

Coaching that Supports Teachers' Learning and Growth (Grades 3-5)

Jessica Brown, Gloucester County Public Schools Lindsay Kidd, Newport News Public Schools

As you transition out of the classroom and into a math specialist or math coach position, your responsibilities may shift from working with students to working with teachers. Becoming a school-level or division-level math specialist is very rewarding, but it is not without its challenges. Join us in this session as we discuss the various roles your position may take, the difference between administrator supervision and peer coaching, and the six principles of Adult Learning Theory. The information in this presentation will help you work successfully with teachers to improve classroom teaching and ultimately, increase student learning.

Room 226

PLEASE DON’T COME: I don’t have time for that! (Grades 6-8)

Jamey Lovin, Virginia Commonwealth University

Do you or your coaches need a way to get access to classrooms where teachers are reluctant to hear your message? Why not introduce them to quick and easy-to-implement checks for understanding (exit passes that aren’t just for leaving)! We will examine a number of different checking strategies to use for pre-assessing skills, before individual and group work begins, when you want students to think about their own understanding, and some classic exit pass strategies. Several ways to assess with technology will be introduced. These can be used at any grade level but examples from 6-8 will be presented.

Room 227-228

What's in Your Closet? - A framework for Teaching Early Number (Grades K-2)

Lois Williams, Ed.D, Mary Baldwin University Marguerite Mason, PhD, William and Mary

Most primary teachers have a wealth of games and activities to reach their above, average and below average students. However, what appears to be missing in math (that is available in reading) is a framework so that we know where our students are, where they need to go next, and how to get them there. This hands-on session will provide introductory learning about a framework specialist can use in their schools to guide their teachers.

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Room 110

Supporting Implementation of Rich Mathematical Tasks in the K-5 Classroom

Debra Delozier, Virginia Department of Education

The Virginia Department of Education is collaborating with state mathematics teacher leaders to develop a bank of rich mathematical tasks. This session will focus on the role of the mathematics teacher leader in supporting teachers in the implementation of rich mathematical tasks. Resources and instructional strategies for implementing rich mathematical tasks in K-5 mathematics classrooms will be shared.

At-a-Glance Session B 11:15-12:30

Multi-Purpose Room

University Hall How We Learn: Five Essential Practices for Successful Learning

John Almarode, PhD

Grades K-5

South Building Room 106 25 seats

Room 116 35 seats

Stranger Things-Coaching Two Schools Successfully

Linda Jaeger

Grades 3-5

Digging Deeper into Desmos!

Shelby Foley

Grades 6-8 Rooms 205-206

45 seats Rooms 227-228

45 seats Room 110 50 Seats

Building Number Sense with High-Yield Routines

Skip Tyler

Vickie Bohidar Michelle Giglio

Grades 6-8

Super Modeling Decimals and Fractions

Angela Gogol

Megan Worrell Heather Witt

Grades 3-5

Supporting the Implementation of Rich Mathematical

Tasks in the 6-8 Classroom

Tina Mazzacane Kristin Williams

Grades 6-8

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University Hall

How We Learn: Five Essential Practices for Successful Learning (Grades K-5)

John Almarode, PhD, James Madison University

How do we create experiences that lead to better mathematics learning for all students so that they will "know" and "remember"? The body of research on how we learn provides well established principles and practices that enhance the learning outcomes for each of our students in the mathematics classroom. Moving beyond performance on a test, this workshop links these essential principles to the everyday instructional decisions you make in your classroom, leading to enduring learning. You will take part in an edge-of-your-seat learning experience that translates these principles to practices across all grade-levels and mathematics areas. You will leave with strategies that will make learning stronger for all of your students.

Room 106

Stranger Things - Coaching Two Schools Successfully (Grades 3-5)

Linda Jaeger, Richmond City Public Schools

Coaching at one school is difficult in itself, but when a coach is expected to make a difference at more than one school, it seems very daunting. We will discuss effective coaching strategies and routines for working with more than one faculty at a time, as well as how to navigate working with more than one administration - all while helping the students become successful.

Room 116

Diving Deeper into Desmos! (Grades 6-8)

Shelby Foley, Virginia Beach City Public Schools

Join me for a dive into the features and capabilities of Desmos. On the surface participants will investigate the functionalities of the Desmos scientific calculator and discuss the shift in teaching to accommodate this new tool. As we dive deeper into Desmos participants will experience this powerful tool from both a student and teacher perspective, as they find, edit, and create activities to use in the classroom. As participants head back to the surface, they will learn the functions of Desmos that will help teachers effectively implement these activities. Resources of accumulated activities correlated to SOLs will be shared.

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Room 205-206

Building Number Sense with High-Yield Routines (Grades 6-8)

Skip Tyler, Henrico County Public Schools Vickie Bohidar, Henrico County Public Schools Michelle Giglio , Henrico County Public Schools

High-yield routines contribute to the success for all students by allowing entry points to mathematics instruction while strengthening student number sense. Come to this session to learn how to incorporate examples that can be used in both the elementary and secondary settings to foster discourse, encourage reasoning and justification and allow for formative assessment on a daily basis. Participants will engage in routines that feature number strings, today’s number, mystery number and quick images that focus primarily on developing number sense. Example content will span all grade levels 6-8 to allow participants the opportunity to see how each routine can be adapted.

Room 227-228

Super Modeling Decimals and Fractions (Grades 3-5)

Angela Gogol, Williamsburg-James City County Megan Worrell, Williamsburg-James City County Heather Witt, Williamsburg-James City County

With an increased emphasis on using models in our Virginia Mathematics Standards of Learning, this session will focus on modeling and representing decimals and fractions in grades 3-5. When we allow students to develop their understanding of concepts using concrete and pictorial models as they develop their understanding of more abstract representations, students are able to think more flexibly and make important connections in their learning. They will then be able to confidently approach mathematics in ways that truly make sense to them!

Room 110

Supporting Implementation of Rich Mathematical Tasks in the 6-8 Classroom

Tina Mazzacane, Virginia Department of Education Kristin Williams, Virginia Department of Education

The Virginia Department of Education is collaborating with state mathematics teacher leaders to develop a bank of rich mathematical tasks. This session will focus on the role of the mathematics teacher leader in supporting teachers in the implementation of rich mathematical tasks. Resources and instructional strategies for implementing rich mathematical tasks in 6-8 mathematics classrooms will be shared.

Lunch 12:30-1:15

University Hall Seating is available in the lobby (downstairs and upstairs) and in the multipurpose room.

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At-a-Glance Session C 1:15-2:30

South Building

Room 106 25 seats

Room 108 25 seats

Room 116 35 seats

Three Act Math: The Experience

Robyn Kaye Leyla Plunkett

Grades 3-5

Teaching Rounding without a Mnemonic

Ann H. Wallace, PhD

Grades 3-5

Digging Deeper into Desmos!

Monica Lang

High School

Room 204 20 seats

Rooms 205-206 45 seats

Making Math Accessible and Promoting a Growth Mindset in a Discourse-Rich Classroom

Shenique Mens-Smith

Grades 3-5

Visible Learning in the Early Childhood Math Classroom

Kateri Thunder, PhD

Grades K-2

Room 207 20 seats

Room 224 20 seats

Room 226 20 seats

The Right Task Through a Visible Learningä Lens

Melinda Schwartz

Grades 3-5

Examining the Role of Authority: Fostering Relational Thinking

through Number Talks in Middle School

Holly Tate

Grades 6-8

Desmos-Coaching through Unit Planning

Deb Crawford, PhD

Larry Bruner

Grades 6-8

Rooms 225 20 seats

Rooms 227-228 45 seats

Room 110 50 Seats

Our Story of Discovery: A Journey Towards a

Whole School Math Agreement

Angela Torpy Erin Russo, PhD

Grades K-12 and Principals

Failing to Plan is Planning to Fail

Ruth Harbin Miles, Ed.S Lois Williams, Ed.D

Grades K-2

Balancing the Demands of Coaching Grade 3-6 with the

Needs of Grades K-6

Theresa Wills, PhD

Grades K-6

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Room 106

Act Math: The Experience (3-5)

Robyn Kaye, Arlington Public Schools Leyla Plunkett, Arlington Public Schools

Experience the problem-solving technique of Three Act Math, popularized by Dan Meyer, to gain knowledge of its power for differentiation and mathematical engagement and be able to apply the presentation structure with teachers.

Room 108

Teaching Rounding without a Mnemonic (Grades 3-5)

Ann H. Wallace, PhD, James Madison University

Rounding is often taught as a procedure by using a mnemonic (Five and above give it a shove). When this happens, students often cannot generalize when rounding from one place value to the next. This session will focus on common misconceptions when rounding is taught procedurally and offer suggestions for how students may better understand rounding by using Ten Frame cards, Number Lines and Modified 100s charts. Rounding games to support rounding proficiency will also be shared.

Room 116

Diving Deeper with Desmos at the High School Level (High School)

Monica Lang, Virginia Beach City Public Schools

Join me for a dive into the features and capabilities of Desmos. On the surface participants will investigate the functionalities of the Desmos graphing calculator and discuss the shift in teaching to accommodate this new tool. As we dive deeper into Desmos participants will experience this powerful tool from both a student and teacher perspective, as they find, edit, and create activities to use in the classroom. As participants head back to the surface they will learn the functions of Desmos that will help teachers effectively implement these activities. Resources of accumulated activities correlated to SOLs will be shared.

Room 204

Making Math Accessible and Promoting a Growth Mindset in a Discourse-Rich Classroom (Grades 3-5)

Shenique Mens-Smith, Curriculum Associates

Discourse-driven classrooms become a reality when all students are enabled to think critically, collaborate to solve problems, critique the reasoning of others, and ultimately, own their learning with a growth mindset. Educators are supported with tools, habits, and practices that the more rigorous standards demand. In this 3-part workshop series, participants will gain practical tools and knowledge that are immediately transferable to the classroom environment.

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Room 205-206

Visible Learning in the Early Childhood Math Classroom (Grades K-2)

Kateri Thunder, PhD, Math+Literacy, LCC

Hattie's Visible Learning research determined strategies to maximize student learning. Come experience what these findings can look and sound like in early childhood math classrooms. Examine how teachers create and engage students in making sense of developmentally appropriate learning intentions and success criteria across five learning settings.

Room 207

The Right Task Through a Visible Learning™ Lens (Grades 3-5)

Melinda Schwartz, Learning Service Educator, ORIGO Education

Visible Learning™ research confirms the importance of robust classroom discussion and active student engagement. Matching tasks with learning intentions from surface learning, to deeper learning, to transfer learning, is essential for discussion and engagement. We will share examples of tasks for a variety of learning intentions and strategies for differentiating tasks by adjusting difficulty and complexity.

Room 224

Examining the Role of Authority: Fostering Relational Thinking through Number Talks in Middle School (Grades 6-8)

Holly Tate, Alexandria City Public Schools

What does the role of authority look like in the classroom? In a coaching relationship? This session explores a coach and teacher partnership of continuous learning. Together, our learning explored how students take ownership of "rules" through purposeful Number Talks and studied how their relational thinking grew over the course of 10 days. Participants will strengthen their understanding of arithmetic generalizations as well as dialogue about current and future coaching cycles.

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Room 225

Our Story of Discovery: A Journey Towards Establishing A Whole School Math Agreement (Grades K-12, Principals)

Angela Torpy, Arlington County Public Schools Erin Russo, PhD, Arlington County Public Schools

The Whole School Math agreement, as established by Karen Karp, Sarah Bush, and Barbara Dougherty, is a process to align all models, language, and notation across and within grades so that students benefit from a cohesive approach to teaching mathematics. Participants will hear the story of one school’s lessons learned and next steps in this process. Come discover the power behind The Whole School Math Agreement and how you might take steps to make this happen in your school!

Room 226

Desmos-Coaching through Unit Planning (Grades 6-8)

Deb Crawford, PhD, Frederick County Public Schools/George Mason University Larry Burner, Frederick County Public Schools

Level up your Desmos coaching skills! Experience how coaches can embed the power of Desmos into unit planning during content / PLC meetings. Bring your device to access all Desmos resources and up your skill level.

Room 227-228

Failing to Plan is Planning to Fail! (Grades K-2)

Ruth Harbin Miles, Ed.S, Mary Baldwin University Lois Williams, Ed.D, Mary Baldwin University

Failing to plan is planning to fail! In this session we'll work collaboratively to make decisions involved in K-2 mathematics lesson planning for great problem-solving tasks, formative assessment for instructional decision making, and reflection/closure ideas to help students see where they were and where they are now.

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Room 110

Balancing the Demands of Coaching Grades 3-6 with the Needs of Grades K-2 (Grades K-6)

Theresa Wills, PhD, George Mason University

Do you have increased demands for coaching SOL tested grade levels (3-6) with little time to support other grades (K-2)? This session will support coaches with a protocol including a timeline, activities, and teacher leader guidance to balance your effectiveness in coaching grades K-2. - How to engage administration in goal-setting for coaching responsibilities. - Timeline that supports the "testing season" and affordances for coaching during during "off testing" times. - Activities that bridge K-6 topics. -Protocol to increase teacher leadership in K-2 with leadership opportunities growing towards "testing season."

At-a-Glance Session D

2:45-4:00

Multi-Purpose Room University Hall

Tools for Teaching and Learning – Teacher Clarity

John Almarode, PhD Grades 6-8

South Building Room 106 25 seats

Room 108 25 seats

Room 116 35 seats

#1School1Problem

Bethany Brammer

Grades K-8

The Three Ps: Pausing, Paraphrasing and Posing

Questions for Deeper Thinking

Christine Chapuis Robyn Kaye

Grades K-5

Planning for Student Interaction with the Content

(via Explore Learning’s Gizmos)

Susan Stanbery

Grades 6-8

Room 204 20 seats

Rooms 205-206 45 seats

Rooms 227-228 45 seats

Room 110 50 Seats

A Tale of Two Specialists: Long-Term

and “New” Math Leaders

Lynn Good April Smith

Grades 3-5

Building Number Sense with High-Yield Routines

Vickie Bohidar Michelle Giglio

Skip Tyler

Grades K-5

Counting Collections

Sarah Flippen Stephani Harrison

Grades K-2

Explicitly Teaching Academic Conversation

Skills in Math

Kateri Thunder, PhD

Grades 3-5

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University Hall

Tools for Teaching and Learning – Teacher Clarity (Grades 6-8)

John Almarode, PhD, James Madison University

This workshop unpacks what is meant by teacher clarity in mathematics. Teachers will take an in-depth look at how to make learning visible to each and every student in the mathematics classroom. This action-packed, edge of your seat workshop builds understanding of the relationship between teacher clarity and student learning in your mathematics classroom. By practicing what we preach, audience members will take part in an "out of your seat and on your feet" experience that models the brain rules for deep thinking and understanding: simple to complex, concrete to abstract, and students only remember what they think about.

Room 106

#1School1Problem (Grades K-5)

Bethany Brammer, Fauquier County Public Schools

#1School1Problem is a number sense routine for all levels of learners that establishes a math community with a weekly common math problem. How can we expend student thinking beyond the walls of just our classroom? Each classroom, school-wide, participates in a common number sense routine. This allows learners and educational stakeholders in all grade levels to communicate about math, thus building a math community. Learn about how you can implement this strategy with the teachers you lead.

Room 108

The Three P's: Pausing, Paraphrasing, and Posing Questions for Deeper Thinking (Grades K-5)

Christine Chapuis, Arlington Public Schools Robyn Kaye, Arlington Public Schools

Participants will learn about the power of the three P's: pausing, paraphrasing, and posing questions as tools to deepen the mathematical and higher-level thinking of both teachers and students. They will practice with each tool and reflect on its effectiveness and application.

Room 116

Planning for Student Interaction with the Content (via Explore Learning's Gizmos) (Grades 6-8)

Susan Stanbery, Campbell County Public Schools

The learning occurs when students are interacting with the content. This session will use Explore Learning's Gizmos as a framework to help coach teachers into creating a student-centered classroom (as they learn to facilitate). Tips and ideas will be shared regarding layers of support for the teachers as they strive to become great(er) educators!

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Room 204

A Tale of Two Specialists: Long-Term and "New" Math Leaders (Grades 3-5)

Lynn Good, Halifax County Public Schools April Smith, Halifax County Public Schools

The goal of math specialists is to support effective mathematics instruction and student learning in the classroom. However, all math specialist roles will differ depending on the length of time a specialist has been in a school. We will share our very different experiences and provide resources and strategies that we use while supporting and encouraging our teachers. Please feel free to bring your own stories, questions, and secrets on ways to improve our role as mathematics specialists.

Room 205-206

Building Number Sense with High-Yield Routines (Grades K-5)

Vickie Bohidar, Henrico County Public Schools, Lead Presenter Michelle Giglio , Henrico County Public Schools Skip Tyler, Henrico County Public Schools

High-yield routines contribute to the success for all students by allowing entry points to mathematics instruction while strengthening student number sense. Come to this session to learn how to incorporate examples that can be used in both the elementary and secondary settings to foster discourse, encourage reasoning and justification and allow for formative assessment on a daily basis. Participants will engage in routines that feature number strings, today’s number, mystery number and quick images that focus primarily on developing number sense. Example content will span all grade levels K-5 to allow participants the opportunity to see how each routine can be adapted.

Room 227-228

Counting Collections (Grades K-2)

Sarah Flippen, Caroline County Public Schools, Lead Presenter Stephani Harrison, Caroline County Public Schools

Counting collections is a math routine that helps transfer student learning from surface level to deeper understanding. We will be sharing how we have led a group of teachers in implementing this routine in their classroom to help students develop number sense, build skip counting abilities, and lay the foundation for multiplicative reasoning.

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Room 110

Explicitly Teaching Academic Conversation Skills in Math (Grades 3-5)

Kateri Thunder, PhD, Math+Literacy, LCC

Nurturing transfer strategies is a critical phase of learning. While we can’t possibly teach every math problem our students may encounter, we can teach students how to tackle a variety of problems. Classroom discourse and communication are significant math processes that support this transfer. Come experience instructional strategies to explicitly teach 5 academic conversations skills.

In memory… Nancy A.D. Jones, (1953-2019)

The VACMS Board remembers Nancy Jones during this 8th annual VACMS conference. Nancy was a member of the first cohort engaged in the Virginia Mathematics Specialist Initiative (VMSI) preparing to be mathematics specialists. The VMSI under the leadership of the Virginia Mathematics and Science Coalition has been a collaborative effort involving multiple stakeholders in the education community: defining the role, developing courses for graduate programs, and establishing criteria for the Mathematics Specialist endorsement. Perhaps one of Nancy’s most meaningful and lasting contributions was as a charter member who helped to build the foundation for the Virginia Council of Mathematics Specialists and then served on the

Board for many years. Nancy Jones was an active member of Virginia’s mathematics education community and made many contributions to mathematics education at the local and state level. She was a long-time elementary teacher in Richmond and was one of the first mathematics specialists in Richmond as well as the state.

Please visit the vendors in the South Building atrium! They are important and informative partners in our work.

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