Presented by Liesl McConchie, Education Training Consultant, Math With the Brain in Mind; and Jay Meadows, CEO, Exemplars
Differentiate Elementary Math Instruction to Increase Engagement and Flexibility: Build Your Toolbox
Presented by Elijah Ortiz, Fifth-Grade Educator and Teacher Leader, Concourse Village Elementary School (NY); Emily Semrad, Elementary Educator, Academy Adventures Midtown Charter School (AZ); Emma Simmons, Principal, Roxbury Prep Charter School (MA); and Alexa Poulin, Customer Marketing Manager, Unruly Studios
Presented by Amy Jones Lewis, Vice President of Instructional Design, Math (K-12), Carnegie Learning; and Tarin Barrow, Director of Product Education Services, Carnegie Learning
Moderated by Katie Ruff, Director of Product Marketing, Mathematics, Carnegie Learning
Summer school can produce substantial math and reading gains—that is, if shifts in approaches to summer school instruction and learning occur.
Presented by Bethany Lockhart Johnson, Elementary Educator and Co-Host of the Math Teacher Lounge podcast
Presented by Cole Sampson, Ed.D., Administrator, Kern County Superintendent of Schools (CA); and Nigel Nisbet, Former Math Coach, Current Vice President, Content Creation, MIND Education
Presented by Pamela Harris, Founder and CEO, Math is Figureoutable; Kim Montague, Podcast Co-Host and Content Lead, Math is Figureoutable; and Brendan Scribner, Director of Implementation and Success, Exemplars
Moderated by Jay Meadows, CEO, Exemplars
Presented by Dr. Jack Smith, Former Superintendent of Montgomery County Public Schools (MD); Dr. Barbara Jenkins, Former Superintendent of Orange County Public Schools (FL), Past President of the Florida Association of District School Superintendents; Jackie Taslim, Co-President, Lavinia Group; and Julia Pockros, Director of Programming and Partnerships, Lavinia Group
While similar numbers of students have dyscalculia in relation to dyslexia, the amount of research done for dyslexia far outreaches the other. In fact, it wasn’t until 1985 that researchers developed a cognitive model for numerical and calculation processing, and it wasn’t until the 2000s that students could be assessed for dyscalculia.