Session Descriptions

Tuesday, July 23
Breakout #1
10:00 - 11:30 am
Creating and Using Open Questions in the Elementary Classroom
Marian Small
Knowing that the learners in many K - 5 classrooms are probably very diverse in their math readiness for the content being taught, this session will focus on the use of rich open ended questions that suit a span of readiness levels in the K -5 classroom. In this way, more students will be engaged, struggling students will build greater confidence while being exposed to more sophisticated ideas about similar content from their peers and even the most able students will be suitably challenged, not just kept busy.
The Foundation of Formative Assessment: Creating a Learning Culture that Grows Intelligence
Shirley Clarke
This session focuses on establishing a growth mindset (Carol Dweck's work) and on using 'learning muscles' (meta-cognition). Research principles are illustrated by practical examples, including video, of teacher strategies in action so that students recognize that intelligence is expandable.

Understanding the NGSS Science and Engineering Practices
Brett Moulding
Science and Engineering Practices provide the cognitive demand for the Next Generation Science Standards (NGSS). It is essential that educators understand how the Practices are used in the NGSS to engage students in science performances. This session will provide insights into how the Practices are used in the science classroom to engage students' science learning. The session will engage participants in the practices and provide insights into the nature of instruction that has fidelity to the science and engineering practices in the NGSS.
Leading Grading Reform
Jeffrey Erickson
We all want students and parents to know that the grades on the report card authentically reflect what a student knows. The school leader's role is crucial to leading a successful grading reform. Learn in this interactive session how a district changed assessment, attendance systems, academic honors, grading, and academic integrity policies all in one year! Find out about both the process and plan while beginning to imagine new ways to lead your own secondary school through the same critical changes. Leave with a copy of the plan and information to go back and lead fundamental change in your own district.
This session is repeated during Breakouts #2 and #3
Fixed vs. Growth Mindsets: Helping Our Students Take Ownership of Learning
Stephanie Harmon
How do we help our students take ownership of their learning and develop their learning potential? A high school teacher will share how she is helping students identify the mindset they have upon entering the classroom and how a growth mindset can be developed and nurtured.
This session is repeated during Breakout #4
What Does it Mean to Develop Procedural Fluency in Elementary School?
Jennifer Bay-Williams
Procedural fluency includes being able to flexibly, accurately, efficiently and appropriately compute, as well as have a conceptual understanding of each operation. In this session, we will explore the many tools, activities and problem types that are needed to develop a strong conceptual foundation in whole numbers, as well as explore how to ensure students develop flexible, accurate, and efficient ways to compute.
This session is repeated during Breakout #5

Breakout #2
12:30 - 2:00 pm
Creating and Using Open Questions in the Middle Level Classroom
Marian Small
Knowing that the learners in many grade 6-8 classrooms are probably very diverse in their math readiness for the content being taught, this session will focus on the use of rich open ended questions that suit a span of readiness levels in the grades 6-8 classroom. In this way, more students will be engaged, struggling students will build greater confidence while being exposed to more sophisticated ideas about similar content from their peers and even the most able students will be suitably challenged, not just kept busy.
Talk and Effective Questions (K-5)
Shirley Clarke
We need to be activating children to be learning resources for one another. This session focuses on talk partners and the power of effective question starters at the beginning of lessons.
I'm Teaching, But Are All Students Learning?
Susan Mayo
In this session, participants will be provided with an alternative to stand-and-deliver teaching through the use of a variety of techniques that will actively and cognitively engage students in the learning process.

Who should attend this session?
  • K-12 teachers in all subject area who are interested in a variety of field-tested techniques that can be easily implemented in the classroom.
  • Administrators who want to provide their teachers with a variety of such techniques and a model for analyzing lessons in a way that can help teachers make their classrooms engaging places where the content is made relevant and deep to students.
This session is repeated during Breakout #5
Understanding the NGSS Crosscutting Concepts
Brett Moulding
The NRC's Framework for K-12 Science Education includes an extensive description of seven crosscutting concepts in science. These concepts come from the "Common Themes" in the AAAS Benchmarks for Science Literacy and the "Unifying Concepts" in the NRC 1995 National Science Education Standards, but are described with greater emphasis and utility as one of the three dimensions in the Next Generation Science Standards (NGSS). The role of crosscutting concepts in science instruction will be described and investigated in this session that engages participants in meaningful discussion of the role of Crosscutting Concepts in science learning. The session will provide the participants with examples of instruction that include crosscutting concepts as learning outcomes in NGSS and the nature of science.
Leading Grading Reform
Jeffrey Erickson
Repeat session - see Breakout #1 for description
CSI: Common Core, Student Work, and Interviews for Differentiating through Mathematics Learning Stations
Marsha Maupin & Tolene Pitts
Please join us as we investigate student work samples designed to provide insights into student thinking. Probes and related work samples will be examined to determine the conceptual understanding of select CCSS for mathematics. Learn how student interviews can be used as a means of documenting formative assessment of a student's level of mastery on specific learning targets. We will also highlight how student interviews can aid in uncovering common misconceptions. This session will focus on the area of Number and Operation in Base Ten with an emphasis on Place Value in the elementary classroom. Participants will experience sample Learning Stations for elementary math differentiation.
What Does it Mean to Develop Fluency with Rational Numbers in Middle School?
Jennifer Bay-Williams
Just like with whole numbers, students must develop flexible, accurate, efficient and appropriate ways to compute with rational numbers (including fractions, decimals, and negative numbers), as well as have a conceptual understanding of the operations as they relate to that type of number. In this session, we will explore the different models, tools, and activities to develop a strong conceptual foundation, as well as explore how to ensure students develop flexible, accurate, and efficient ways to compute with fractions and decimals.
This session is repeated during Breakout #6

Breakout #3
2:15 - 3:45 pm
Creating and Using Open Questions and Parallel Tasks in the High School Classroom
Marian Small
Knowing that the learners in many high school classrooms are very diverse in their math readiness for the content being taught, this session will focus on the use of both rich open ended questions that suit a span of readiness levels and the use of parallel tasks, similar tasks at different difficulty levels, in the high school math classroom. In this way, more students will be engaged, struggling students will build greater confidence while being exposed to more sophisticated ideas about similar content from their peers and even the most able students will be suitably challenged, not just kept busy.
Learning Objectives + Success Criteria = Rigor + Excellence
Shirley Clarke
This session focuses on:
  • capturing student interest before learning objectives are revealed
  • authentic learning objectives
  • student generated success criteria
  • use of comparative products to discuss and establish a definition of excellence (what makes a good one)
Research principles are illustrated by practical examples, including video, of teacher strategies in action.
Next Steps with Learning Targets: Developing Assessment-Capable Students
Ken Mattingly
Learning targets have been embraced by teachers. They make the learning intention transparent to their students and focus teacher assessment practices. However if we want to truly leverage the power of learning targets, we must get students to value them as well. In this session Ken will share how he engages students with targets, and uses them as an integral part of feedback. Most importantly he will demonstrate how he uses targets to develop assessment-capable students. Links between these practices and the five keys of assessment for learning will be explicitly examined.
This session is repeated during Breakout #6
NGSS for Leaders
Brett Moulding
Implementing the Next Generation Science Standards will require education leaders and administrators to develop deep understanding of the vision of the Framework and the intent of the NGSS student performance expectations. This session will focus on the tools and resources available to implement the NGSS and how science education leaders can support implementation in ways that will lead to science instruction that has fidelity to the Framework vision for science education.
Leading Grading Reform
Jeffrey Erickson
Repeat session - see Breakout #1 for description
SDI - Simply Do It!
Karen Campbell & Mark Helton
Perplexed by how to make secondary math accessible for the struggling students? Not sure how to handle the students with IEPs in your class? Come with questions and leave with ideas. While there will be some theory, most of the session will be hands-on experiences with manipulatives and research-based instructional practices. These examples of Specially Designed Instruction (SDI) will help make your class accessible to all without compromising the math content.
Implementing the Mathematical Practices to Ensure ALL Students Learn CCSS Content Goals
Jennifer Bay-Williams
For students to become mathematically proficient, the mathematical practices must be developed in every lesson! There are many ways to do this as we develop the key content at each grade. In this session we will immerse ourselves in what the mathematical practices look like and consider what we can do to ensure that students have a daily opportunities to develop these important elements of mathematical proficiency. We will explore many great activities as we look at how to focus our instruction on the mathematical practices.
This session is repeated during Breakout #7
Wednesday, July 24
Breakout #4
8:00 - 9:30 am
District Implementation of Standards Based Grading
Karen Kay Harvey
This session will provide a 12 step process for implementing a standards-based grading and reporting system on a district-wide basis. This how-to-session will cover the 4 Ps of implementation: Process, Products, Patience, and Pitfalls. In this session, the district-wide process for systemic reform will be explained from the readiness assessment to a full roll out plan for implementation.
Creativity Is Great, But How Do I Assess It?
Myron Dueck
Educators who wish to embrace innovation and change in the classroom face inevitable challenges. Good educators often feel uncomfortable with the 'new' because the methods that have made their classrooms seem effective are safe, trusted and familiar. Few barriers to innovation are more powerful than the struggle teachers have to assess information that is conveyed in ways that fall outside of the norm. Stated plainly, 'if creative and innovative students displayed knowledge in different ways, how would I assess it?' In this session Myron will share how he has adapted his assessments to incorporate technological innovation, increased critical thinking and student creativity. By letting students in on the structure and purpose of assessments, and by welcoming their opinions and insight, students have been shown to be far more engaged, empowered and resilient. Furthermore, these results are most powerful when struggling learners feel that the avenues to display their knowledge have been widened. Participants in this session will see first-hand how assessments can be adapted in order to assess knowledge in whatever form it may be displayed, and how student accountability is simultaneously strengthened.
This session is repeated during Breakout #6
NGSS Unit Design for Secondary Science
Diane Johnson, Susan Mayo & Felicia Roher
The vision of the Framework that will guide science instruction for at least the next decade demands a drastically different approach to curriculum and assessment. Currently, there are few curricular materials aligned to The Framework for K-12 Science Education. Elementary science educators will need to adapt current materials, develop new materials, and be savvy consumers of offerings from publishers touting alignment. During this session, participants will experience drafting a unit of study aligned to selected NGSS standards. We will use a sampling of disciplinary core ideas, practices, and cross-cutting concepts to generate essential questions, a sequence of lessons, and possible assessment tasks. Connections to the CCSS for ELA and Math will also be addressed.
This session is repeated during Breakout #7
Fixed vs. Growth Mindsets: Helping Our Students Take Ownership of Learning
Stephanie Harmon
Repeat session - see Breakout #1 for description
WOW - Working on the Work: Building Professional Development into the School Day
Becky Smith
Rockcastle County High School administrators will describe their method of building and providing on-going professional development during the school day. The process, benefits, barriers and changes in teacher and student productivity will be shared. Additionally, participants will gain ideas to assist with identification of students in need of support and ways to meet those needs, which include a morning testing center before school and an emergency room during the school day.
This session is repeated during Breakout #7
Student Success in Algebra
Jim Moore, Jennifer McDaniel & Alexandria Deaton
This session will focus on success in algebra for all students. Strategies will be shared to increase student engagement, increase student discourse - both among and between students and the teacher - raise the level of questions from both the teacher and the students, and increase accessibility to more algebra content. Participants will experience some of the strategies and see actual 7th and 8th grade student work in algebra. The session is designed for teachers of algebra in 7th, 8th or 9th grades.

Breakout #5
9:45 - 11:15 am
Standards Based Grading with ELL and Special Education
Karen Kay Harvey
This session will provide a process for implementing a system-wide standards-based grading and reporting process. The focus of this session will be on how to address English Language Learners and students with special needs in the development of a system-wide standards based grading and reporting system. The 12 step process will include elements necessary to meet the needs of special populations.
This session is repeated during Breakout #7
Innovation and Assessment
Myron Dueck
Educators who wish to embrace innovation and change in the classroom face inevitable challenges. Experienced educators often feel uncomfortable with the 'new' because they have come to rely on traditional methods that seem safe, trusted and familiar. As the technological landscape changes to include iPads, Twitter, social media and other digital technologies, how can teachers keep pace with assessments that are appropriate and relevant? In this session Myron Dueck will provide examples of how both formative and summative assessments can incorporate iPad apps, QR codes and Google Docs. The use of video and song will also be discussed and the incorporation of the Flipped Class model will be examined.
This session is repeated during Breakout #7
I'm Teaching, But Are All Students Learning?
Susan Mayo
Repeat session - see Breakout #2 for description
NGSS Unit Design for Elementary Science
Diane Johnson & Felicia Roher
The vision of the Framework that will guide science instruction for at least the next decade demands a drastically different approach to curriculum and assessment. Currently, there are few curricular materials aligned to The Framework for K-12 Science Education. Secondary science educators will need to adapt current materials, develop new materials, and be savvy consumers of offerings from publishers touting alignment. During this session, participants will experience drafting a unit of study aligned to selected NGSS standards. We will use a sampling of disciplinary core ideas, practices, and cross-cutting concepts to generate essential questions, a sequence of lessons, and possible assessment tasks. Connections to the CCSS for ELA and Math will also be addressed.
Engineering in the Next Generation Science Standards
Melinda Curless
Engineering is integrated from K-12 in the Next Generation Science Standards both through practice and disciplinary content, as described in the NRC Framework for Science Education. How do engineering 'practices' differ from engineering 'content?' What does it mean to have engineering integrated into science standards? What are the implications for instructional design and student outcomes? What does a science teacher need to know to be effective in teaching engineering? This session will address these questions and provide specific examples of engineering experiences aligned with NGSS, as well as Common Core math and Literacy.
This session is repeated during Breakout #6
Interweaving Problem-Solving and Mathematical Practices in the Secondary Classroom
Susan Stringer & Jamie-Marie Wilder
This session will highlight the Mathematical Practices with special consideration to problem-solving in the secondary classroom (grades 7-12). Classroom examples of instructional strategies and assessments will be highlighted as ways in which to engage students in mathematical thinking and problem-solving.
This session is repeated during Breakout #7
What Does it Mean to Develop Procedural Fluency in Elementary School?
Jennifer Bay-Williams
Description TBD
Repeat session - see Breakout #1 for description

Breakout #6
12:15 - 1:45 pm
District Implementation of Standards Based Grading
Karen Kay Harvey
Repeat session - see Breakout #4 for description
Creativity Is Great, But How Do I Assess It?
Myron Dueck
Repeat session - see Breakout #4 for description
Next Steps with Learning Targets: Developing Assessment-Capable Students
Ken Mattingly
Repeat session - see Breakout #3 for description
NGSS Unit Design for Elementary Science
Diane Johnson, Susan Mayo & Felicia Roher
Repeat session - see Breakout #5 for description
Engineering in the Next Generation Science Standards
Melinda Curless
Repeat session - see Breakout #5 for description
Teaching Elementary Mathematics for ALL
Katrina Slone & Debbie Waggoner
Mathematics instruction based on problem solving and conceptual understanding provides all learners with the foundation for applying the depth of knowledge required by the Common Core State Standards for Mathematics. Using formative assessment strategies allows teachers to diagnose and meet the needs of students as they progress through the concrete, semi-concrete and abstract stages of understanding mathematics concepts and skills. Come engage in some tools, tasks, and techniques for meeting the needs of students in your classroom.
What Does it Mean to Develop Fluency with Rational Numbers in Middle School?
Jennifer Bay-Williams
Repeat session - see Breakout #2 for description

Breakout #7
2:00 - 3:30 pm
Standards Based Grading with ELL and Special Education
Karen Kay Harvey
Repeat session - see Breakout #5 for description
Innovation and Assessment
Myron Dueck
Repeat session - see Breakout #5 for description
WOW - Working on the Work: Building Professional Development into the School Day
Becky Smith
Repeat session - see Breakout #4 for description
NGSS Unit Design for Secondary Science
Diane Johnson, Susan Mayo & Felicia Roher
Repeat session - see Breakout #5 for description
Interweaving Problem-Solving and Mathematical Practices in the Secondary Classroom
Susan Stringer & Jamie-Marie Wilder
Repeat session - see Breakout #5 for description
Implementing the Mathematical Practices to Ensure ALL Students Learn CCSS Content Goals
Jennifer Bay-Williams
Repeat session - see Breakout #3 for description

© University of Kentucky • An Equal Opportunity University• Last updated July 16, 2013 by Jessica Dutzy