Videos

This presentation will focus on how educators can develop and promote meaningful personalized math instruction within the inclusive classrooms. We will explore research findings that focus on the development of an individualized inclusive educational framework utilizing personalized supports, explicit early numeracy skill instruction, grade-aligned math curriculum and embedded systematic instruction for students with extensive support needs. Through teacher-directed professional development and planning, educational teams can increase student numeracy during grade-aligned inclusive math lessons. Together we will dive deeper into ways for educational teams (general educator, special educator, and paraprofessional) to utilize research-based practices for students with extensive support needs within the inclusive math classroom. With a continued call for research and practice to address the necessity for both quality math instruction and meaningful inclusive education for students with extensive support needs, this presentation will engage participants in data driven discussions regarding implementation.

Thanks to recent increased research on mathematics interventions, there are more evidence-based practices available to secondary math educators. In this workshop, participants set-up targeted interventions that both build foundational skills and prepare for success in secondary content using scaffolded representations.

Math is cumulative–or relentlessly hierarchical–making mastery of foundational concepts essential for student success. A key ingredient in developing fluency and confidence is frequent, purposeful practice. Yet, practice is sometimes misunderstood or undervalued. Rather than being seen as tedious, practice should be embraced and celebrated as an indispensable tool for student success—but some approaches are more effective than others. We will explore strategies for structuring practice, integrating practice into daily math lessons, and appropriately breaking down concepts for novice learners. Attendees will gain practical techniques to ensure students have the opportunities they need to build a strong mathematical foundation.

In this presentation Dr. Hughes will discuss the benefits of writing in math class! She will share different ways to engage students in written mathematical expression, including a self-regulation strategy that Dr. Hughes developed and has implemented across Pennsylvania. If you want to learn more about how to get students thinking (and writing) about when, how, and why they do math, this is the session for you! We will talk about how to differentiate math writing to support diverse learners, including English Language Learners and students with disabilities. Dr. Hughes will share several resources for use in your classroom. (Graces 3- 8)

Examines the impact of formative assessment on the instructional process. By focusing on key strategies—providing multiple opportunities to respond, utilizing active engagement practices, and providing feedback—learn how to adapt teaching given data from formative assessments. Highlights how small changes in teaching practices result in improvements in student outcomes.

This session will discuss how to generate and apply evidence-based criteria to evaluating and selecting commercial math curricula. First, critical findings from research in the areas of mathematics instruction, cognitive psychology, and instructional design will be highlighted. Next the presenter will discuss how those research findings can be translated into evaluation criteria. Finally, a process for applying the evaluation criteria to math instructional programs will be illustrated. (K - 8; Admin)

It is imperative that educators can efficiently assess and intervene to prevent deficits with early numeracy skills. This session will outline how to assess and intervene on foundational skills and use the MIND (Measures and Interventions for Numeracy Development) resources to support numeracy development.

This session will enable educators to consider and discuss culturally relevant tasks in the mathematics classroom. With this knowledge base, educational professionals will explore the importance of design and meaningful delivery of culturally responsive evidence-based practices in mathematics principles, intended to support all students within an MTSS framework. (K – 12).

Strengthening students’ algebraic reasoning requires strategic scaffolding techniques and purposeful questioning techniques. This session explores the Worked Solution Strategy, a research-based approach that enhances critical thinking. Through interactive discussion and practical applications, educators will learn how to structure worked examples to deepen mathematical reasoning and improve student problem-solving skills.

This session explores how to use a contextualized approach to make grade-aligned math meaningful and personally relevant. Participants will reflect on biases and assumptions that may influence instructional decisions and outcomes. Strategies will be discussed for aligning teaching methods and evidence-based practices with students' phases of learning.