A Teaching Partnerships for Mathematics Achievement Learning Series for the 2024-2025 school year
Description
Join us as we explore ways to empower students to enthusiastically delve into problem solving. We’ll use low-floor/high-ceiling tasks rooted in routines and lesson structures that develop both language and mathematics in an authentic and purposeful way.
The professional learning session will feature Cecilio Dimas from the Silicon Valley Mathematics Initiative (SVMI), an expert in raising student voice for deep mathematical learning. Mr. Dimas will lead participants through learning experiences that utilize Math Language Routines.
Key members of your school team will engage in the learning together to ensure successful implementation that can lead to math achievement for all students. You will gain practical strategies that you can use right away in your classrooms.
Details
In-person training:
September 10–11, 2024, in Scottsdale, AZ from 8:30 a.m.–4:30 p.m. with differentiated support based on your school role
Two Zoom sessions:
Tuesday, November 5, 2024 from 4:00–6:00 p.m.
Tuesday, February 4, 2025 from 4:00–6:00 p.m.
School Visit:
Zoom Pre-Conference
Supportive Coaching Visit from ADE Math Specialists
Applications are due on Friday, July 19. Priority will be given to school teams that are able to bring a full team which includes a general education teacher, a special education teacher, a coach or specialist, and an administrator.
Cost: $95 per team member
Travel may be reimbursed for up to 4 members of your school team if your school is located more than 51 miles from the in-person training site.
School Team Members will include:
Minimum of one general education and one special education teacher
Please e-mail Rob Hilliker to learn more about the Teaching Partners Learning Series.
The following virtual sessions are offered via Zoom and are free to attend. Click the session link to view the session description and to pre-register.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience "Slow Reveal Graphs" and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience "Slow Reveal Graphs" and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience "Esti-Mysteries" and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience "Would You Rather" and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
-Through observed interactive play, participants will generate ideas about how mathematical content such as: classifying, exploring magnitude, enumerating, investigating dynamics (i.e. subitizing and transformations), recognizing patterns and shapes, and recognizing spatial relations.
-Participants will discuss how the centers (a restaurant, a grocery store, a vet clinic, a construction site, and a dinosaur dig) can invoke mathematical thinking. -Participants will connect mathematizing dramatic play to the Arizona Early Learning Standards.
Take a D.I.P. (Daily Inclusive Practices) with the ADE/ESS Math Team! Together we will explore one inclusive mathematical instructional routine that allows all students to feel supported and successful in the math classroom. These inclusive practices are “low floor, high ceiling” routines that help students to develop a deeper conceptual understanding. During this session, you will experience "Splat!" and learn about strategies for implementation that you can use right away in your classroom!
These sessions are provided for all math teachers, including special education teachers! Participants can earn one hour of professional development credit for each session attended.
Note: Accommodations must be requested at least one week in advance of the webinar. Sessions will not be recorded. It is strongly recommended that you use a computer to access the webinar to enable participation in the session.
Reporting Special Education Students Attending Secondary Transition Programs and October 1 Child Counts
On February 13, 2024, Public Education Agencies (PEAs) were notified that new school sites must be created if they meet specific criteria. In the process, it became necessary for PEAs to report students in Secondary Transition programs located in businesses or colleges, including creating new entities for these programs.
The Center for Technical Assistance for Excellence in Special Education (TAESE), in partnership with ADE/ESS, is pleased to offer Saturday Mornings with the NRCP to paraeducators, related service providers, teachers, and administrators working in Arizona public education agencies.
