Videos

Everyone is invited to ask questions from the keynote session and discuss what good teaching for good learning is

In this session, we will discuss ways to increase student participation and learning during classroom lessons. Dr. Hughes will share evidence-based strategies that can be implemented with ease in any classroom. She will discuss hurdles teachers experience and ways to address these challenges. (Grades 6 - 12)

This session will discuss the idea of MTSS in theory to practice at the secondary level by using data to drive instructional practice. (Admin/School Psych/Coaches)

Students will have difficulty with math if they don't understand the language of math. In this session, we focus on ways to help students learn the formal language of math and strategies for using math vocabulary with precision. Leave this session with strategies for boosting the math language used in the classroom! (K - 8)

It is imperative that educators systematically assess and link patterns in student responding to empirically validated intervention components. This session will outline how to use the Instructional Hierarchy to guide matching assessment data to specific interventions. (K - 6)

Are fractions "part of a whole"? Points on the number line? Are they numbers? Adding portions of pie makes sense, but multiplying 2/3 of a pie and 4/5 of a pie is meaningless! So, is the arithmetic of fractions we were taught relevant? This session is for all who want to make sense of fractions, once and for all! (Grades 3 - 6)

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.

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)

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)

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).