“Moving Forward”
Virtual Summit 2023
June 8, 2023
8:30 AM to 2:30 PM
learning from the past to shape the future to provide better outcomes for all students
The focus of the virtual summit was…
Brave + Bold = Better: Creating Shifts to Move Instruction
Truly educating all learners has always been challenging, but it is even more so now as we live in the post-pandemic educational environment. Educators, families, and students are all feeling the pressures to excel and show growth. Our sessions will explore, from the presenters perspective and area of expertise, the shifts that they believe are required to move instruction at this moment in history.
As always, we want to make you think, challenge your assumptions, and most of all inspire you to continue implementing research-based, practical, and equitable practices that can be used to accelerate and amplify learning during the summer and into the 2023 - 2024 school year. We hope to see you on June 8th!
Great seeing you all!
Zoom Link Posted for Session 12 PM, 1PM
and Afternoon Keynote Sessions.
Evaluation link for all sessions here.
Please complete for each session you attend to get a certificate and CTLE Credit in NYS.
Keynotes for the 2023 Moving Forward Virtual Summit
8:30 AM: Seeing is Believing
-
Brain research states that 80% of learning comes from the visual system. Thus, our sense-making is shaped by visual stimulation. What children see in school environments i.e., systems, structures, beauty, chaos, function, dysfunction, literacy and numeracy rich or poor classrooms, and cultural, gender, race, and socioeconomic representations contributes to their perceptions and contextual understanding of themselves, their families, their communities value in the world.
Angela Kessler, Ed.D. is an accomplished K-12 Educational Teacher, Administrator, Strategist, and Coach with substantial experience as a change agent and transformational leader.
2:00 PM: Choosing You: It's Time To Give Yourself Flowers
-
When is the last time you have thanked yourself? When is the last time you have said no to an ask and instead taken that time back for yourself? As educators our plate overflows and we are expected to do more with less. We make due and we figure out even in the toughest of moments how to get it done for others. But sometimes, maybe too often, we are forgetting a very important person in the equation. Let's talk leading through appreciation, rest, and choosing you.
Nicole Williams (she/they) is a trained and experienced educator, advocate for justice, equity, diversity, inclusion & belonging (JEDIB), speaker, curriculum developer, professional development trainer, coach, and consultant. Using her years of experience in education, she is pivoting her work to advance justice in individual, community, corporate, and institutional settings through leader development, strategic planning, workshops, and training.
Nicole Williams uses theoretical models and conceptual frameworks based in justice and equity to provide education and professional development in a variety of content areas including leadership, justice & equity, and strategy for personal and organizational transformation. Nicole finds stories riveting, and the personal narratives of each individual an important means to move away from constructing assigned boxes and categories on people, and creating space for themselves (both seen and unseen) to be valued. They use their voice to take up space and secure seats for themself and others, building legacies for sustainable environments of JEDIB. "
-
Session Speakers for the 2023 Moving Forward Virtual Summit
9 AM Sessions
-
This session is designed to support K-12 mathematics educators who want to improve their instructional practices to meet the needs of ALL students. To do so, we must “change the story” about how we teach and move beyond traditional approaches to mathematics instruction. By exploring the ideas behind Math Workshop and Building Thinking Classrooms, participants learn how to adapt their instructional practices to differentiate instruction and support students' mathematical thinking, reasoning, and problem-solving skills.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
"Skip Tyer most recently retired after 31 years in public education as the High School Mathematics Educational Specialist for Henrico County Public Schools in VA. His responsibilities included supporting mathematics instruction and providing professional development and coaching for administrators and teachers in his district. Impacting over 25,000 students, Skip worked to ensure that best practices are being utilized, monitored, and reinforced in all classrooms.
Skip Tyler is a National Board Certified Teacher endorsed in Adolescent and Young Adult Mathematics. He has presented on mathematics instruction at the national, state, and local level and is actively involved in leadership positions in his state and regional mathematical organizations.
Ask me about my hashtags #EveryoneIsAMathPerson and #ChangeTheStory."
-
High-Dosage Tutoring has been found to be a very effective math intervention strategy. Done during school, before school, after school, on the weekend and during summer school, high dosage tutoring has been found to improve student achievement (Fryer, 2016). In this session we explore: What is it? Who has done it? How did they do it well? What did they find out? What insight does it give us?
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
Dr. Nicki Newton is an education consultant who works with schools and districts around the country and Canada on k-8 math curriculum. She has taught elementary school, middle school, and graduate school. Dr Nicki has an Ed.M. and an Ed.D from Teachers, College Columbia University. She is greatly interested in teaching and learning practices around the world and has researched education in Denmark, Guatemala and India. She has written several books, including Guided Math, Math Workshop and Math Running Records. She is currently a part of the curriculum team for the new McGraw Hill Reveal Math series. She enjoys visiting schools and working with administrators, teachers and students in their classrooms face-to-face and virtually.
Dr Nicki has an Ed.M. and an Ed.D from the Department of Curriculum and Teaching at Teachers College, Columbia University specializing in Teacher Education and Curriculum Development. She uses her strong understanding of curriculum to address the differentiated needs of all students in her work with teachers and administrators. Dr. Nicki builds upon current curriculum research and theory to provide practical, realistic 21st century strategies in today’s classrooms. Dr. Newton is greatly interested in teaching and learning practices around the world and has researched education in Denmark, Guatemala and India.
-
Ever thought about podcasting? Everyone has something to say, including students. Use this exploding form of communication to support student thinking, collaboration, and the exploration of their interests.
Strand #2: Artifact-Based Learning Environment centers around how the tools of the 21st century can be used to by and with students so that they become the producers of content as they apply the numerous technological skills that they have acquired since the pandemic.
Christine King is the founder of CKingEducation, a professional development services provider. She started teaching at the middle school level in 1993 as a Teach for America Corp member. She has been a classroom teacher, instructional coach, and staff developer. In her current role as educational consultant, Christine supports schools and districts in stretching teacher pedagogy, deepening content knowledge, and thinking about how to integrate technology effectively. She is the author of several books including: The Digits Game, No Naked Numbers, Test-Savvy Math, and 12 Strategies for Understanding Word Problems. Christine passionately believes in the rights, roles and responsibilities of children to become partners in the educational process of their own learning. Christine looks at coaching as an opportunity to give teachers permission to rediscover their curiosity as to how their students learn best and make deliberate moves towards helping students uncover their voice and abilities to reason. Christine holds a Master’s degree in Instructional Technology and Media from the Math, Science, and Technology Department at Teachers College, Columbia University.
-
Question: How can we make math accessible to ALL students and give everyone what they need? Answer: Combine Universal Design elements and Math Workshop. This session is for you if you are struggling to meet the needs of all students, overwhelmed with behaviors and lagging skills, and need strategies you can use immediately. Join me to explore simple ways to feel more Efficient, more Effective and make your job Easier...all while attending to Equity and Engagement. Let's see how these 5 E's can become a reality in your classroom!
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
Dr. Alison J. Mello has been in education for nearly 30 years, working in New York and Massachusetts as a classroom teacher, math specialist, director of math curriculum, Assistant Superintendent, and math consultant. She holds an Ed.D. in Educational Leadership, and her research focuses on classroom learning environment and relationship to mathematical disposition. Alison is a co-author of Fluency Doesn’t Just Happen with Addition and Subtraction (Routledge), Working with the Beaded Number Line (Didax), and the forthcoming Teacher’s Guide to Getting Started with Math Workshop (Heinemann). She has spent the last decade as a national speaker, math consultant, and graduate instructor of in-service and pre-service teachers. Alison enjoys working to develop practical strategies to address issues that districts and teachers face in their schools and classrooms every day. As someone who herself struggled both as a math student and math teacher, she is excited to share what she has learned in support of districts and teachers on their journeys toward Universally Designed Learning that results in more equitable, engaging and exciting math instruction.
10 AM Sessions
-
Mathematics is closely tied to opportunity measurements, like graduation rates and college matriculation. More often than not, though, the way we teach math doesn't provide access to those opportunities for more than a few students.
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
Dr. John Tapper was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences ranges from the two-room elementary school in Vermont where he began his career to his work at schools in New York City. John completed his PhD at New York University, focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. He is the author of, ""Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Mathematics, K-8"", as well as other books and articles. He is the founder and CEO of the All Learners Network, an organization to make math accessible to students regardless of background or circumstance.
-
Students must have opportunities to practice skills and deepen their understanding in order to have long-term retention and use of math knowledge. Routines and energizers are a way to provide students with practice and experiences in prior & grade-level content and address unfinished & new learning. These powerful routines get your students thinking, reasoning, modeling and communicating about math. This workshop will give you a variety of rigorous, high interest routines you can implement immediately and daily.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Dawn Schafer has more than 20 years of mathematics education experience as a K-9 educator, instructional and content coach, professional development facilitator, and a support provider for the National Board for Professional Teaching Standards candidates. Most recently, she has been working with teachers to create curriculum focused on inquiry, collaboration and discovery. She believes that nurturing a growth mindset and prioritizing process over product can help students understand and unlock their true potential as mathematicians.
-
-
As educators continue to navigate past the effects of the pandemic, we are still left asking the question, “Where do we go from here?” Despite the uncertainty the last three years have brought to schools, what has emerged among educators has been a renewed energy to re-imagine what the traditional classroom could look like to tackle challenges, both old and new, impacting students’ academic success. Many experts see this as an inflection point that could dramatically change the trajectory of our education system, analyzing the merits of decisions made during the pandemic (initially out of necessity) and the potential lasting impact they can have to permanently disrupt our current system for the better.
Join me in exploring the ways school districts are seizing this opportunity to transform the traditional classroom--- from reconfiguring human capital and education technologies to maximizing learning time within synchronous and asynchronous approaches--- all in the efforts to improve the educational outcomes for students.”
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
Chester began his education career in 2003 as a math and chemistry teacher with the New York City Teaching Fellows working with students in Harlem and Washington Heights. After leaving the classroom, he joined the team at Teach for America managing new teacher training and support for secondary math and science teachers in NYC and was later a founding member of Blue Engine, a non-profit dedicated to reimagining how human capital is used in the classroom in team-teaching instructional models. Currently, Chester is the Regional Vice President for Catapult Learning overseeing district partnerships with schools in New York state.
-
Less is more, the phrase popularized by Mies van der Rohe, a German-American architect considered to be one of the fathers of minimalism, can also be applied to our teaching. This presentation will focus on how we can amplify the power of practice for our students by emphasizing certain techniques and shedding others. Relevant theory will be identified and discussed in order to build the clarity needed to accelerate student growth and our own.
Strand #1: Social Emotional Learning focuses on how social emotional learning practices can be utilized to address the diverse and unexpected needs of all learners as we move forward from the global pandemic.
Emily Levine is a dynamic educator who brings her creativity and commitment to equity to her work with children, adolescents and adults. Deeply knowledgeable about learning theory and curricular progressions from her more than 20 years of experience as an educator and her work with students in Kindergarten through 7th grade, Emily is currently the K-8 Director and Assistant Director of School Programs at Bespoke Education. Previously, Emily taught at P.S. 124, P.S. 188, and City & Country School in New York City and Whitby School in Greenwich, Connecticut. In addition, she provided consulting services to school districts across the country including in Atlanta, Georgia, El Paso, Texas and Woodland, California. Emily received a M.S. Ed. from Bank Street College of Education in 1998 and a B.A. in Government from Wesleyan University in 1994.
11 AM Sessions
-
Subtraction is the Achilles Heel of too many of our students from the primary grades all the way through to upper elementary grades as subtraction becomes embedded within division…..but it doesn’t need to be this way. In this session, we will briefly explore an interview assessment called a Math Running Record for subtraction that will provide the information we need to know where students are on the developmental learning progression of subtraction. We will then explore various story contexts that involve subtraction that correspond to the thinking of the students, multiple flexible computational strategies that apply from basic facts to larger numbers, decimals, and fractions, and daily routines that will help all students develop flexibility with subtraction and foster positive math identities.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Ann Elise is a NH certified K-8 Educator as well as NH Elementary Math Specialist. She's been an educator for over twenty years in the roles of classroom teacher, K-5 Math Coach, adjunct faculty member, and currently Bureau of Education and Research presenter, contributing author to Fluency Doesn't Just Happen with Addition and Subtraction, and an independent elementary math consultant. Her passion is working with educators to help them implement best practices within the three basic pillars of classroom math instruction that encourage growth mindset messages: math fact fluency, word problem structures, and understanding progressions of the standards.
-
This session will guide teachers in learning how to design a classroom language environment to optimize language and literacy learning and to avoid linguistic obstacles for all students, especially English learners within content area learning.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Dr. Ronilee Mooney has been in education for over 15 years, working in Rhode Island and Massachusetts as an ESL teacher, ESL specialist, Assistant Principal, and Director of English Learners. She holds an Ed.D. in educational leadership, and her support for schools focuses on differentiation for various English proficiencies and building capacity for classroom teachers who teach ELs/MLLs. As the Director of English Learners and consultant, Ronilee supports district's programming, budget, and personnel for English learner students. In addition to her work in public education, Ronilee is an Adjunct Professor for undergrad/practicum teachers at Salve Regina University.
-
What are the just right fluency routines and practices that will move students? Well, that depends on the learner and what their data shows. This session is about quick ways to gather data and ideas that you can use to address identified fluency needs.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
-
-
We’ll take a look at some of the latest research on virtual manipulatives for students with special needs, at risk students, and overall effectiveness of manipulatives. Then we’ll dive into using virtual manipulatives for some content that students find challenging.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Mark Schmit after 14 years teaching math from grade 5 through Pre-Calculus, I’ve been developing math products, and math content, for both core and supplemental programs. I’m passionate about using manipulatives to make math accessible for students.
12 PM Sessions
-
Learn about and experience various subitizing warm-up activities for all grade levels that foster students' fundamental development of number sense, estimation, place value, composing and decomposing numbers, fractions, decimals, and patterns of numbers. Participants are introduced to structures that can be used all year-long. The structures exemplify common core and best practices by encouraging students to evaluate and question information.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Dr. Yolanda Fleming is changing the way we view and teach mathematics. She is a mom, an author, and a mathematics education consultant. Dr. Fleming works in schools along the east coast on elementary curriculum for CKing Education. In her experience, she has found that mathematical learning goes beyond just mimicking the teacher and calculating naked numbers, but learning occurs when students can think through different pathways about number strategies. Dr. Fleming helps leaders and teachers shift to learning that supports understanding of numerical relations versus procedural learning.
-
-
There are many ways to develop a rich sense of numbers with multiple different math models. The number line is a powerful sense-making model to foster number sense and it is scattered throughout most curriculums. Let's take a look at how to use digital number lines to develop students' number sense!
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Kara Rihn is the Customer Success Manager at Brainingcamp. She spent several years in various math education roles, from Elementary Teacher to Math Specialist, to district-wide Instructional Support Specialist. Kara is passionate about helping teachers and students make math visual. Kara studied Interdisciplinary Studies at Texas State University and earned her master’s degree in Educational Leadership at the University of Texas in San Antonio.
-
-
To say that the pandemic changed education forever is an understatement. As leaders, how can we effectively lead our teachers, schools, and districts when so many of our people are, at best, exhausted and at worst, apathetic? The struggle is real. It is true that many students have lagging skills, attention spans have gotten shorter and behaviors have become more challenging. Yet, we are charged with ensuring that students make progress and reach grade-level expectations. How do we overcome the handy excuses that COVID has given us and find ways to inspire staff to bring the urgency that we need now more than ever? Join me as we discuss simple strategies to help ensure you get a return on your leadership investment.
Strand #1: Social Emotional Learning focuses on how social emotional learning practices can be utilized to address the diverse and unexpected needs of all learners as we move forward from the global pandemic.
Dr. Alison J. Mello has been in education for nearly 30 years, working in New York and Massachusetts as a classroom teacher, math specialist, director of math curriculum, Assistant Superintendent, and math consultant. She holds an Ed.D. in Educational Leadership, and her research focuses on classroom learning environment and relationship to mathematical disposition. Alison is a co-author of Fluency Doesn’t Just Happen with Addition and Subtraction (Routledge), Working with the Beaded Number Line (Didax), and the forthcoming Teacher’s Guide to Getting Started with Math Workshop (Heinemann). She has spent the last decade as a national speaker, math consultant, and graduate instructor of in-service and pre-service teachers. Alison enjoys working to develop practical strategies to address issues that districts and teachers face in their schools and classrooms every day. As someone who herself struggled both as a math student and math teacher, she is excited to share what she has learned in support of districts and teachers on their journeys toward Universally Designed Learning that results in more equitable, engaging and exciting math instruction.
-
-
In this session we examine and push back against the widely held belief that mathematics is mostly about numbers and equations. We explore topics such as financial mathematics, discrete mathematics and the history of mathematics in order to broaden our conception of what mathematics is and who can be successful at it. In the session we share relevant research around conceptions of mathematics as well as suggestions for classroom teachers around this issue. Further we consider the implications of having a broad view of what mathematics is on issues of equity and diversity in mathematics education.
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
Dr. Lidia Gonzalez is a professor in the Department of Mathematics and Computer Science at York College of the City University of New York. A first generation college graduate, she began her career as a high school mathematics teacher in a large, comprehensive high school in New York City. Interested in improving the mathematical experiences of urban students, she focuses her research on the teaching of mathematics for social justice, the development of mathematics identity, and teacher development. She is the author of "Bad at Math? Dismantling harmful beliefs that hinder equitable mathematics education" published by Corwin Press.
-
1 PM Sessions
-
While students are expected to be autonomous learners and own their learning it's teachers who plan for, facilitate, and make micro-adjustment moves to make sure all students are included and belong in the math classroom. Teachers have a lot of control over the discretionary spaces in their classrooms- which task(s) they chose, how students work on the task, and how the student thinking is shared. It's our job as teachers to help create an environment where we have patient problem solvers in order to help all students access and be successful with problem solving in mathematics.
Strand #4: Equitable Practices focuses on practical and systematic ways that schools can address equity and being culturally responsive.
TJ Jemison is a dynamic and experienced math workshop presenter and educational consultant who works with schools and districts to improve math instruction. He has extensive experience as a special educator, curriculum developer, and math coach who has taught math to all ages from Pre-K to grade 6. He facilitates math professional development sessions across the United States and internationally and is also a consultant with Quality Teacher Development. He is a co-author of a new book on mathematics and children’s literature “Math by the Book”
-
Connecting with Students to Inspire Academic Growth
-
90% of teaching is the educator’s ability to connect with their students. If the connection is not strong enough, no learning is happening. Period. This is why it is crucial that teachers intentionally implement specific systems in their classroom routines and purposefully craft differentiated learning experiences that are data-driven.
During this session, you will focus on how to cultivate equitable, student-centered learning communities where students are inspired to learn and positively grow academically, socially, and emotionally while incorporating CASEL’s interconnected five core SEL competencies.
You will leave this session equipped with research-based strategies for understanding student perspectives and connecting with diverse student populations in meaningful ways that will not only help you deepen the bond with your students, but will also positively impact student academic achievement.
Strand #1: Social Emotional Learning focuses on how social emotional learning practices can be utilized to address the diverse and unexpected needs of all learners as we move forward from the global pandemic.
Claudisha Harriel is a senior educational consultant and growth culture coach at Abundant Fruit Educational Services, LLC who works with educators to produce classroom cultures conducive to productivity and academic growth. Claudisha believes that when educators understand that mistakes are learning opportunities and challenges are growth possibilities, their expectations of and interactions with students are positively transformed.
Throughout her more than two decades as an educator, Claudisha taught in multi-grade, single grade, self-contained, specialized subject classrooms at public, private, and charter elementary, middle, and high schools located in urban, suburban, and rural school systems. Irrespective of the setting, Claudisha always fostered a classroom culture that taught students the value of fearlessly making mistakes early and often as a means of engaging them in the natural learning cycle. As a result, Claudisha’s students repeatedly made some of the highest growth gains on academic standardized tests.
Claudisha is a highly acclaimed, dynamic, out-of-the-box educator, speaker, and coach who motivates students, teachers, and administrators to reach their potential.
-
-
Acting out the problem, sketching, diagramming, making math models, etc. are vital to the comprehension and solution process when solving word problems, but how consistently do teachers and students employ these tools? This session focuses understanding the power of visualization in math and the simple things that can be done immediately to incorporate and consistently utilize visualization in the classroom.
Strand #6: Acceleration of learning to meet the needs of students and bring them to grade level.
Christine King is the founder of CKingEducation, a professional development services provider. She started teaching at the middle school level in 1993 as a Teach for America Corp member. She has been a classroom teacher, instructional coach, and staff developer. In her current role as educational consultant, Christine supports schools and districts in stretching teacher pedagogy, deepening content knowledge, and thinking about how to integrate technology effectively. She is the author of several books including: The Digits Game, No Naked Numbers, Test-Savvy Math, and 12 Strategies for Understanding Word Problems. Christine passionately believes in the rights, roles and responsibilities of children to become partners in the educational process of their own learning. Christine looks at coaching as an opportunity to give teachers permission to rediscover their curiosity as to how their students learn best and make deliberate moves towards helping students uncover their voice and abilities to reason. Christine holds a Master’s degree in Instructional Technology and Media from the Math, Science, and Technology Department at Teachers College, Columbia University.
-
The Future of Education
-
A fun and engaging statistics driven rant about the past, present, and future of education. Everything from innovations to 21st century demands. Explore some fundamental shifts in education and how educators can prepare themselves and their students.
Strand #2: Artifact-Based Learning Environment centers around how the tools of the 21st century can be used to by and with students so that they become the producers of content as they apply the numerous technological skills that they have acquired in the last year.
-
This video will be moderated by Dr. Nicki Newton and live at the time of the session.