11:30 AM – 12: 35 PM EXCITING EFFORTS
- Power Moves for Improving Community College Math Outcomes and Equity
Room 701
Over 70% of community college students are placed into math remediation and most do not complete the math requirement for a degree. Traditional remediation also exacerbates racial inequity. Find out what happens when colleges change placement policies and curricula to enable the vast majority of students to begin in transfer-level math.
Myra Snell, Professor, Los Medanos Community College; Co-Founder, California Acceleration Project
- The Professionalization of Tutoring: Building a Community for Learning Assistance Professionals Who Support Student Success
Room 702
An integral aspect of supporting San Diego Mesa College’s vision to become the leading college of equity and excellence has been a campus-wide commitment to re-envisioning student academic support. Specifically, by recreating its tutoring program via a 3CSN Community of Practice model as well as a social identity theory lens, Mesa College has developed a true team environment that includes tutors, staff, faculty, and administrators. Together, we have utilized logic modeling, institutional research, and campus-wide equity dialogue to transform learning assistance on our campus, demonstrating how Mesa is on the forefront of developing a new way to look at academic support: a learning assistance theoretical framework called the professionalizing of tutoring. Our session will share these leadership frameworks and provide practical examples that can support the development of any community college program.
Mark Manasse, Professor and Instructional Learning Assistance Coordinator, San Diego Mesa College
- Preparing Students to be Successful in College-Level Mathematics: Examples from Five Senior Level Mathematics Courses
Room 1002
Participants will learn about five projects, statewide, that were funded to create a senior level math course that, if completed successfully, will exempt students from having to take remedial mathematics at the university level.
- College Access through Data Science (CADS)
- Partnering for Success: SDSU & Sweetwater Discrete Math Partnership
- Do the Math: Increasing Mathematics Readiness through Collaboration and Professional Learning –
- Mathematical Reasoning with Connections (MRWC)
- Transition to College Mathematics: A Mathematical Modeling Approach
Kyndall Brown, Exec. Director, California Mathematics Project, UCLA; Osvaldo Soto, Director/co-PI, Discrete Math Project, Center for Research in Mathematics and Science Education, SDSU, Trang Vu, Asst. Director, Discrete Math Project, Center for Research in Mathematics and Science Education, SDSU; Joy L. Salvetti, Director, Center for College & Career Readiness, CSUS; Sharon C. Furtak, Asst. Professor, Psychology, CSUS; Ravin Pan, Professor, College of Education, CSUS; Lilian Metlitzky, Professor Emerita, CSUP; Joanne Rossi Becker, Professor Emerita, SJSU, Project Director, Santa Clara Valley Mathematics Project.
- Restructuring the Math Pipeline for Success
Room 1004
Cuyamaca College no longer offers math at two or more levels below transfer. Instead, developmental students enroll in (1) intermediate algebra with concurrent-enrollment support, (2) an accelerated pre-statistics course, or (3) a college-level math course with concurrent-enrollment support. The outcome? Throughput success rates are significantly greater across all disproportionately-impacted groups. Data will be shared.
Terrie Nichols, Math Instructor, Cuyamaca College; Tammi Marshall, Chair, Mathematics Department, Cuyamaca College
12:30 – 1:15 PM Lunch
Lunch + Networking + Igniter Planning Time
1:30 PM – 2:20 PM SESSION A
A1 Demystifying Smarter Balance Assessment
Room 403
This session will help attendees understand the Smarter Balance Assessment for 11th grade mathematics and then use different strategies in the classroom to help prepare students for the types of questions on the exam. College instructors who have heard about the SBAC but may not know what’s on it may find this especially useful!
Constantina (Dina) Burow, Resource Teacher, San Diego Unified School District
A2 Math in the Activity-Based Classroom
Room 405
Cuyamaca College students learn math in the activity-based classroom where students engage in productive struggle, and contextualized remediation is offered in a just-in-time approach. Additionally, instructors participate in a community-of-practice program to learn how to teach in this environment. Instructional materials for the activity-based classroom and the community-of-practice training program will be shared.
Terrie Nichols, Math Instructor, Cuyamaca College; Tammi Marshall, Chair, Mathematics Department, Cuyamaca College
A3 Empower Your Students! Zero-in on Mathematical Mastery using an Integrated Formative Assessment Cycle
Room 407
How do you empower students to score big on high-stakes exams? Give them data! Session participants explore the dynamic relationship among proficiency, conceptual understanding, motivation, and the power of formative feedback. Strategies to engage students in an integrated formative learning process to preside over their own learning will be shared.
Kim Samaniego, Director CSU/UC Mathematics Diagnostic Testing Project, Director Math Testing and Placement, UC San Diego
A4 Assessment and Acceleration: Recognizing Student Capacity in the Data
Room 408
This session will review success data in transfer math courses before/after implementation of multiple measures and will discuss the effectiveness of accelerated approaches to increasing student throughput (1 or 2 year). Presenters will share strategies for leveraging institutional research to facilitate these important conversations and to advance collaborative inquiry related to multiple measures and acceleration on their own campuses.
Bri Hays, Senior Dean, Institutional Effectiveness, Success, and Equity, Cuyamaca College, Bridget Herrin, Assoc. Dean, Research and Planning, Institutional Research, San Diego Mesa College
A5 What is Going On @ SDSU? Information on Placement Exams, Supplemental Instruction, and New Teaching Initiatives
Room 701
Summary: SDSU’s Department of Mathematics and Statistics has spearheaded a revolution in the way lower division courses are structured and taught. This presentation will describe the efforts, the theory behind the various initiatives, and some data regarding how we are doing so far. This will not be an “Ivory Tower” lecture — audience participation (through group discussions and cell phone input) will be critical to open up dialog.
Janet Bowers, Director, Math Learning Center, Professor, Dept. of Mathematics & Statistics, SDSU
A6 Three-Tiered Teaching – Flipping the Class for ALL Students
Room 702
Have you ever wished you could do more small-group instruction in your class of 30+ students? Three-tiered teaching might be your answer! This session will highlight ways to “flip” IN the math classroom using stations and video lessons. This approach has proven to give students more autonomy in their learning and allow teachers to better individualize instruction to the meet the needs of all students. Participants will be exposed to different variations of this model to adapt to their own classroom and teaching styles, see sample video lessons, and given strategies and resources to differentiate learning using stations.
Alexandra Martinez, Math Induction Mentor, Sweetwater Union High School District
A7 Inspiring Algebra Explorations through Paper Folding
Room 703
In this session, we will share some intermediate algebra mathematical explorations being piloted at the University of San Diego that can arise from experimenting with paper-folding and asking questions. These mathematical explorations, in turn, may lead to the creation of new paper-folding models.
Perla Myers, Professor, Mathematics, Director, Access and Community Partnerships, College of Arts and Sciences, USD; Amanda Ruiz, Professor, Mathematics, Department of Mathematics and Computer Science, USD
A8 Logistics of Teaching College Courses at the High School
Room 704
Join this Q&A session and learn about Math 96 (Intermediate Algebra), a San Diego Mesa College course being taught on a high school campus. A Kearny High School counselor, a San Diego Mesa College professor and the San Diego Mesa College CCAP coordinator will be available to answer your questions as to how they managed to get, and keep this effort going!
Jarred Collins, Chair, Accelerated College Program (ACP), Coordinator, College and Career Access Pathways (CCAP), San Diego Mesa College; Sharon Hughes, Professor, San Diego Mesa College; Dawn Swanson, College Counselor, Kearny High School
A9 The Stem Core: A Pathway to Calculus Readiness for Remedial Community College Students
Room 1002
Opportunity in today’s STEM economy requires high level math skills. Yet 70% of California community college students enter at remedial math with few advancing to calculus. Learn how the STEM Core addresses this gap through learning communities incorporating accelerated and contextualized math, real world applications, and paid internships.
David Gruber, Director, Growth Sector; Duncan Graham, former Vice President of Instruction, San Jose City College; Michael Venn, Asst. Dean of Math and Science, Community College of Baltimore County; Tam Nguyen, Student Support Specialist, San Jose City College
2:30 PM – 3:20 PM Session B
B1 More than Meets the Eye: Technology that Transforms Learning
Room 304
What is Activity Builder? I already have a lesson for that – why should I use technology instead? If you haven’t explored teacher.desmos.com, this session is designed for you! Unlock the potential behind Desmos, a free, web-based program, and leave with access to an abundance of exciting and rigorous class activities for Intermediate Algebra/Integrated III. Participants will delve into the underlying pedagogy and the teacher moves necessary to implement Desmos thoughtfully in classrooms
Audrey Mendivil, Mathematics Coordinator, San Diego County Office of Education
B2 Textbooks, Standards, and Assessment
Room 405
Many high school teachers (and college instructors) rely on their textbook to guide their instruction, but K-12 students are accountable to the California State Standards for Mathematics and all students (K-16) are going to be held accountable to the math they will face at the next level. In this session, explore the difference between different textbook representations of a standard and the expectation of the standard as written and assessed as part of the California Assessment of Student Performance and Progress. Participants will also discuss the implications for instruction at the next level.
Mindy Shacklett, Mathematics Coordinator, Learning and Leadership Services, San Diego County Office of Education
B3 Math 22: Supporting Math Learning with Entering First Year Students
Room: 407
This session will provide information regarding a support session called Math 22 designed to address student learning and approaches to math. Math 22 was developed at CSU San Marcos in 2009 for students completing their math remediation requirement. Math 22 is conducted in a peer led environment in which student learning is the primary focus.
Jonathon Singh, Lecturer, Department of Mathematics, CSUSM, Professor, Palomar College; Kheng T. Waiche, Asst. Director of Proficiency Services, CSUSM
B4 Advancing Students’ Algebraic Reasoning: The Challenge and Response
Room 408
We will explore how historical trends of students’ mathematical readiness for college-level coursework informed the design of a new course embracing student-centered pedagogy. Participants will interact with key strategies of this bridging course that support ways of thinking essential in advancing students’ algebraic reasoning in the Common Core secondary classroom.
Guershon Harel, Professor, Department of Mathematics, UCSD; Kim Samaniego, Director CSU/UC Mathematics Diagnostic Testing Project, Director Math Testing and Placement, UCSD
B5 Then & Now: Integrated Math III vs. the Old Intermediate Algebra Course
Room 701
Explore the skills and concepts of the Integrated Math III course, comparing and contrasting what has changed from Intermediate Algebra. Participants will investigate how the Common Core State Standards have affected instruction, moving away from the “sage on the stage” model to increased learning by investigation. College instructors who have wondered what “Common Core” and “Integrated III” are all about should definitely attend this session!
Melody Morris, Mathematics Teacher, Olympian High School, Sweetwater Union High School District
B6 A Path to Quantitative Reasoning: Removing Exit Points in Math Completion (1 of 2)
Dual-Enrollment using Statway Curriculum (2 of 2)
Room 702
San Diego Mesa College students are completing math in ONE YEAR by taking Math 92 (Applied Algebra). This course follows the ELM standards while focusing on contextualized learning and collaborative activities. Data will show equity gains through this course, through sequential courses, and in the traditional STEM pathway. WestEd serves as a hub for a network of five High School – Community College Partnerships. Network members are committed to increasing the number of high school seniors who graduate having completed a college-level math course. Session attendees will learn about the Carnegie Statway curriculum, a dual-enrollment course offered by partnership high schools to seniors who have been identified as struggling with algebra. Learn about academic integration of college and career supports that are designed to help all Statway students enroll in college the following fall.
Gina Abbiate, Asst. Professor, Mathematics, San Diego Mesa College; Jon Dolle, Senior Improvement Specialist and Research Lead, WestEd
B7 Implementing Standards for Mathematical Practice
Room 703
In this session, participants will take a dive into the Standards for Mathematical Practice and how to use them in the classroom. this is a great session for both K-12 and college participants alike!
Leah Kosmos, Resource Teacher, San Diego Unified School District
B8 The Next Class: What Skills are Universities Hoping College Algebra Students Will Learn
Room 704
Many students in college algebra will have limited further education in mathematics. This session focuses on quantitative literacy skills and habits of mind that four-year schools hope students will obtain in college algebra.
Maria Zack, Professor and Chair, Department of Mathematical, Information and Computer Sciences, Chair, Department of Physics and Engineering, PLNU; Ryan Botts, Assoc. Professor, Mathematics, PLNU; Greg Crow, Professor, Mathematics, PLNU; Catherine Crockett, Assoc. Professor, Mathematics, PLNU; Jesús Jiménez, Professor, Mathematics, PLNU
3:20 PM – 4:00 PM San Diego Math Network Ice Cream Social
Network and collaborate on your Ignitor Funds application while you enjoy a variety of icy treats in the Kearny High School Cafeteria!