Summit 24 — The Coalition for Equitable Practices (2024)

Virtual Summit 2024

June 6, 2024

8:30 AM to 2:00 PM

learning from the past to shape the future to provide better outcomes for all students

Welcome to the 2024 Moving Forward Virtual Summit. We were excited to have so many speakers for you this year. Please scroll through the presenters, read their bios and their session info! Find the sessions which best fit your interests and/or needs. We know that there is something for everyone!

8:30 AM KEYNOTE

Accelerating Math for Learning Recovery

In this discussion Dr. Nicki will talk about the right of all children to be taught and learn on grade level. Acceleration is a philosophy and a framework for teaching all students on grade level rather than dragging them through the fields of remediation the entire year. Every student has prior knowledge and lived experience that we can build on and use as an asset to scaffold into the next level of learning. In this discussion, Dr. Nicki will share real life examples, strategies and insights into how to do this work.

• In this discussion Dr. Nicki will talk about the right of all children to be taught and learn on grade level. Acceleration is a philosophy and a framework for teaching all students on grade level rather than dragging them through the fields of remediation the entire year. Every student has prior knowledge and lived experience that we can build on and use as an asset to scaffold into the next level of learning. In this discussion, Dr. Nicki will share real life examples, strategies and insights into how to do this work.

  Strand: Accelerating Learning

  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.

9 AM SESSIONS

• The presentation will explore the implementation of artificial intelligence in special education planning and instruction to effectively cater to the diverse learning needs of students.

  Strand: A.I. and the Power of Technology

  Elizabeth Felix is a dedicated and experienced special education educator with 23 years of expertise in the New York City public school system. She has also worked as an early intervention provider and developmental therapist for children aged 0-3. Elizabeth is passionate about finding ways to enhance the educational experience for all students by improving instructional strategies and activities, while also streamlining the process for educators to access necessary resources. Her unwavering commitment to meeting the needs of every scholar and optimizing educational resources has made her a highly respected professional in her field, earning admiration from colleagues, students, and parents alike.

• Participants will examine creative and practical ways to elevate culturally relevant pedagogy via student voice to best support student learning experiences.

  Strand: Equity and Cultural Relevancy

  Voted one of the top Ladies Who Lead by the Professional Women’s Network, Dr. Pickett specializes in educational wellness. As the CEO/Founder of Dr. Lisa Pickett Consulting, she strives to empower students and educators, embrace current educational research, and contribute to the overall development of culturally affirming educational spaces.

  Dr. Pickett is a Nationally Board Certified educator with a Doctorate Degree in Leadership and Administration, K-12 School Principal Certification, Master's Degree in Journalism and Mass Communications, and a Bachelor's Degree in Secondary English Education.

  With a background in education, her career expands over two decades of experience implementing high quality instruction and curriculum. Throughout the tenure of her career, she has served as a Secondary English Education Curriculum and Instruction Coordinator, Instructional Teacher Leader, Diversity and Inclusion Specialist, Secondary English Teacher, Drama Teacher, Curriculum Writer, Post-Secondary Adjunct Instructor, African American Theater Program Director, Youth Program Director, and Educational Consultant.

  Currently, she serves as the 9-12 Curriculum and Instruction Literacy Coordinator for the Pittsburgh Public Schools.

  Her work has been featured in the Urban Review, Pittsburgh Neighborhood Guidebook, Sampsonia Way, Deesha Philyaw and Vanessa German’s Tender anthology, National Council of Teachers of English (NCTE), PA Council of Teachers of English (PCTELA), the Pennsylvania Teacher’s Advisory Committee’s (PTAC), and at various educational conferences.

• Arrays and area models, frequently mentioned in K–12 math standards, are among many instructional tools that teachers may use to present (and students may use to visualize and explain) key mathematical concepts. When vertically aligned, area models provide an efficient path to coherence through the grade levels.

  Strand: Instructional Structures and Strategies

  "After 14 years teaching math from grade 5 through Pre-Calculus, I’ve been developing math products, content, and both core and supplemental programs. I’m passionate about using manipulatives to make math accessible for students.“

• Ever since NCTM put forward its equity principle in 2000, math educators have grappled with making equitable mathematics instruction a reality. In this presentation, participants will learn how to use an equity framework to implement practical strategies that create more equitable outcomes for all students, especially those from marginalized groups.

  Strand: Equity and Cultural Relevance

  Handout

  Dr. Pamela Seda, an Atlanta-based educational consultant, brings over 30 years of experience to the field of education. As the Founder and CEO of Seda Educational Consulting, she helps schools committed to growth boost their math success through culturally relevant teaching and leadership practices, so students are empowered to do the hard work of learning.

  She's the creator of the VANG Math Card Game and co-author of "Choosing to See: A Framework for Equity in the Math Classroom." Dr. Seda's career spans roles as a high school math teacher, instructional coach, college instructor, and district math supervisor.

  Currently, she serves on the board of NCSM Leadership in Mathematics Education and is the President-Elect of the Benjamin Banneker Association. Dr. Seda is a prominent speaker on math equity, committed to transforming how marginalized students experience mathematics and advocates for mathematics instruction that develops all students as thinkers and problem-solvers.

• Ask any Kindergarten teacher and they will tell you that some students enter the classroom being able to count to 10 and others do not know the difference between numbers and letters. All students bring mathematical knowledge to the table. For many students, Kindergarten is the first year of school. Unfortunately, math is sometimes an afterthought in Kindergarten. Research shows (Duncan, 2007) early numeracy skills predict future math and literacy success. It is critical that we support teachers in being able to identify the knowledge, tap into it and expand it. Deepen your understanding of the critical math concepts in this early grade and how to support teachers and administrators in putting mathematics on equal footing with literacy. We will unpack rich tasks and view videos of students engaging in mathematics to anchor our conversations. Based on Dr. Leslie Steffe’s (1992) Stages of Early Arithmetical Learning, we will unpack the knowledge students construct in Kindergarten for them to get off to the start we want for all students which is finding joy in mathematics, and seeing themselves as mathers, (one who does math as defined by Deborah Peart).

  Strand: Math Instruction

  Marria Carrington currently serves as the Director of the Mathematics Leadership Programs at Mount Holyoke College. Prior to this role she was the Lead Outreach Specialist at the US Math Recovery Council. Marria holds a B.A. in Arabic Studies from Mount Holyoke College, a M.Ed in Elementary Education from Smith College and a M.Ed in Mathematics Education from Lesley University, respectively.

  Throughout her 30 years in education, she has assumed a variety of educational positions including 3rd and 4th grade teacher, high school math teacher, K-8 math coach, supervisor of student teachers at Smith College, and a regional math specialist for the Department of Elementary and Secondary Education in Massachusetts. Marria is passionate about empowering teachers to understand how children make sense of mathematics and how to move each child forward in their mathematical understanding as well as building a system that supports teachers doing that work.

10 AM SESSIONS

• The presentation will charter a district’s journey towards creating a system and roadmap for academic success supported by an equitable environment

  Strand: Equity and Cultural Relevancy

  Dr. Tonia Causey-Bush has served in public education for 30 years. She currently serves as the Assistant Superintendent of Academic Services with the Banning Unified School District. Under her leadership she led the district in the creation of a district roadmap for academic success for students with the creation of common assessments to help teachers monitor student progress and create systems of early intervention for credit deficient students. This resulted in an increase in the district’s State test scores and one of the highest decreases in chronic absenteeism rates in the county. She is passionate about empowering young African American women as the President and founder of Sacred S.I.S.T.A.H.S. (Sisters In Solidarity Teaching And Healing our Spirits) Inc., a 501(C)(3) nonprofit organization that provides rites of passage programs, gives scholarships, and hosts the annual S.E.S.H.A.T. STEAM Conference for African American Girls and has also worked to expose students to culturally diverse representations of themselves in STEM careers. She is a member of several local and national professional organizations, is a published author, has presented at numerous local, state, and national conferences and received several honors some of which include the Association of California School Administrators (ACSA) Region 19 Administrator of the Year for Curriculum and Instruction, Outstanding Leadership In Education Award from the California Association of African American Superintendents and Administrators and the ACSA Region 12 Administrator of the Year for Curriculum and Instructor Award. Most importantly, she is a mother to three children including one daughter completing a medical residency, one daughter in medical school, and a son who is attending an HBCU.

• Changing our MTSS process following the pandemic to meet the needs of ALL students, not just tier 2 and 3, we have implemented the science of reading to grow our students and have worked as a team to close the gap.

  Strand: Instructional Structures and Strategies

  Annie Moran is a Literacy and Student Special Programs Director for the Tunkhannock Area School District. Following 15 years in the elementary classroom she worked for the Luzerne Intermediate Unit to bring professional development to teachers and administrators in the areas of literacy, ESL, gifted, cyber education, and instructional coaching. In her current role she continues to oversee these same programs, but focuses on her passion, literacy. She has received her bachelors degree from Bloomsburg University, her masters degree and principal’s certificate from Wilkes University, and is currently pursuing her doctoral degree from Penn State University.

• Teaching newcomer EL/MLLs is not always easy and can be a challenge including them in certain lessons and activities because of the language demand, but there is always a way with the support of strategic scaffolds. Newcomer EL/MLLs count on us to provide high-quality, comprehensible, and culturally responsive instruction in each lesson in every classroom. This session will provide general education teachers ways to provide unique learning experiences, activities, and assessments, where each EL/MLL student can reach his or her potential.

  Strand: Instructional Structures and Strategies

  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 that teach ELs/MLLs. In addition to her work in public education, Ronilee is an EL/MLL consultant and an Adjunct Professor for undergrad/practicum teachers at Salve Regina University.

• "

  In the ever-changing terrain of education, the integration of technology, and the critical need to tackle unfinished learning are converging. It is crucial to reassess and revolutionize our teaching approaches and frameworks. This workshop presents an exploration of innovative teaching methods designed to foster reaching everyone we teach. Utilizing our extensive work with Black and Indigenous communities, the session is crafted to offer practical insights and adaptable frameworks, grounded in a synthesis of academic research and real-world application. Participants will leave equipped with the knowledge to transform diverse educational settings, ensuring they cater to the requirements of all learners."

  Strand: Instructional Structures and Strategies

  Claudette is an internationally certified learning and performance expert. Having worked closely with diverse learner populations, including the Black and Indigenous communities, she brings a wealth of knowledge in integrating neuroscience-focused practices and innovative technologies in to educational spaces. Claudette is an advocate for evidence-based instructional strategies and has contributed to developing frameworks that have significantly impacted educational outcomes and the educators who provide the services.

10 A. Why SEL Programs Matter

We are working so hard on moving the needle on academic outcomes however, without a strong emotional foundation students are unable to learn. It time to make a shift. Learn about how brain research has shown us what brain state is the best state to learn.

• We are working so hard on moving the needle on academic outcomes however, without a strong emotional foundation students are unable to learn. It time to make a shift. Learn about how brain research has shown us what brain state is the best state to learn.

  Strand: Instructional Structures and Strategies

  "With 30 years’ experience in nonprofit education, Wendy Reynoso has a proven track record in management, leadership coaching, fundraising, strategic planning, and program development.

  Wendy is the CEO for The Banner Lake Club, Inc. Prior to becoming CEO for Banner Lake Club. She successfully merged two organizations she was previously the Executive Director for-- Dunbar Early Learning Center and Banner Lake Club.

  Prior to moving to Hobe Sound, FL, Wendy supported a CEO/founder in the launch of a network of private schools by facilitating a four-week intensive Teacher Summer Training Institute in Sierra Leone, creating a professional development program, coaching teachers, coordinating curriculum for the Ebola Crisis Home Outreach (ECHO) Program, and serving as thought partner on organizational expansion and fundraising strategy.

  In New York City, Wendy served as Head of School/Executive Director for Storefront Academy Harlem (formerly the Children's Storefront), a tuition-free independent school serving nearly 200 students, and Executive Director of The GO Project, which helps improve the futures of low-income public-school children by providing critical academic, social, and emotional support.

  Wendy holds a C.A.S. in Educational Administration from Steinhardt School of Education, New York University; an Ed. M. in Sociology of Education, with a concentration in Educational Policy, from Teachers College, Columbia University; an M.A. in Elementary/Childhood Education from Teachers College, Columbia University; and a B.A. from Oberlin College. She received a certificate from the Columbia Business School – Executive Education.

  Wendy is founding board member of Storefront Academy Charter School-South Bronx and Summer Steps in New York City. She also serves on the board of L.O.V.E Mentoring – Latinas on the Verge of Excellence.

  In Martin County, Wendy is a member of Martin County Leadership- Class 30.

  Wendy is a Certified Instructor with Conscious Discipline.

  "

11 AM SESSIONS

• "Experiential session using the Tavistock group relations model. This model usually explores themes central to group relations — such as conscious and unconscious dynamics that affect group functioning, including boundary formation and management, authority relations, overt and covert tasks, formal and informal roles, group defense mechanisms, intergroup dynamics, organizational processes, and the effects of local and global contexts.

  We co-create a temporary organization where the task is to learn about hidden and not-so-hidden authority dynamics that impact the organizational culture that develops and the way people notice race. By focusing on the conscious and unconscious processes that impact groups and influence leadership styles, we learn to see and hear what is underneath the surface and how different parts of the system are connected without us realizing it.

  The opportunity offered is to grapple with the deep ways we influence each other and to develop new narratives that enable us to be more effective and more able to explore, contain, and enjoy our experiences of what it is to be human today."

  Strand: Equity and Cultural Relevancy

• "Building Bridges through the 3Rs" explores the transformative power of reading, racial equity and relationships in fostering inclusive and connected communities. By leveraging high-quality racially affirming picture books, this presentation demonstrates how families can engage in meaningful conversations about positive racial identity and social emotional learning while nurturing children's literacy skills. Participants will learn how to build bridges across cultural divides and create pathways towards more interconnectedness across schools, families and communities.

  Strand: Equity and Cultural Relevance"

  For a curated list of books, email Dr. Hall at rlhpgh@gmail.com or contact Young Dreamers Bookstore (https://www.theyoungdreamersbookstore.com)

  Dr. Rhonda L. Hall is a highly experienced professional with a strong commitment to supporting the healthy development and academic success of young children. As the Director of Family and Community Partnerships at the University of Pittsburgh’s Office of Child Development, Rhonda brings over 25 years of expertise in working directly with families, schools, and community partners.

  Previously, Rhonda served as a vital member of the Pittsburgh Public Schools Early Childhood Program in the Family Services division. Her passion for early learning, child development and family engagement is evident in her work, as she has a particular interest in collaborating with educators, families and community organizations to build strong and resilient families.

  Rhonda is dedicated to building mutually beneficial partnerships that are founded on trust and respect, and her extensive experience in this field has proven to be highly effective. Rhonda is a highly regarded practitioner whose insights into early childhood education, family engagement and strengthening families are widely respected. She brings a wealth of knowledge and expertise to every engagement, and her passion for supporting children and families is evident in her practice.

  "

11E. Addressing Anxiety in Our Classrooms

This presentation will connect research on the myriad ways anxiety impacts academic performance with practical tools teachers can use to address this often obscured issue.

• This presentation will connect research on the myriad ways anxiety impacts academic performance with practical tools teachers can use to address this often obscured issue.

  Strand: Educational Research in Practice

  Emily has fostered the academic and social-emotional growth of students in grades Pre-K through 8 throughout her many roles in education, including: program director, curriculum designer, math and literacy consultant, learning specialist and Special Education and Inclusiveness instructional coach. Her deep understanding of academic trajectories, learning differences, and curriculum and assessment programs also stems from her teaching experience at public and independent schools primarily in New York City, but also in Westchester County, and Connecticut. She received a M.S.Ed from Bank Street College of Education and B.A. in Government from Wesleyan University.

  When she’s not engaged in deepening her understanding of pedagogy, Emily enjoys exploring her creativity through writing and painting. In addition, she loves spending time with her two almost adult sons and walking in nature.

  "

• For many students from low-income backgrounds, postsecondary pathways can offer a route to steady careers and social mobility. But who really gets to choose the most profitable pathways, and who’s being steered to less-desirable work? This session will examine pathways as a question not just of opportunity but equity, and how reporters can evaluate the programs in their own communities.

  Strand: Accelerating and Unfinished Learning

  Rashid Ferrod Davis is the founding principal and a member of the design team of Pathways in Technology Early High School (P-TECH) which opened in 2011. P-TECH 9–14 schools collaborate with local colleges to enable students to earn a high school diploma within four years followed by a cost-free, industry-recognized associate degree. During the six-year program, employer partners provide students with work-based learning experiences such as internships, mentoring, and job shadowing. A recent MDRC report provides three years of post-high school follow-up, including during the pandemic. Previous reports from the study showed that P-TECH students earned more credits, passed more New York State Regents exams, and were much more likely to take college courses and earn college credits in high school than comparison group students. New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. P-TECH has been replicated in more than twenty-five countries with over 200 school and college partners and over 600 industry partners. The first P-TECH school in Brooklyn is partnered with New York City College of Technology and IBM. Davis has more than 25 years of service in education and prior to P-TECH he was principal of Bronx Engineering and Technology Academy (BETA) a career and technical education (CTE) high school. He is a 1992 graduate of Morehouse College with advanced degrees from Pace University, Teachers College Columbia University and Fordham University’s Graduate School of Education. He is a 2012 Cahn Fellow with Teachers College Columbia University. He is the first recipient of Fordham University’s Graduate School of Education Lifetime Achievement Award. He wrote the Afterword of Stanley Litow’s latest book, co-authored with Tina Kelley, Breaking Barriers: How P-TECH Schools Create a Pathway From High School to College to Career. In 2013, President Obama mentioned P-TECH in the State of the Union and then followed up with a visit to P-TECH on October 25, 2013. In 2015, Davis was selected as a New York Daily News Education Hometown Hero. In 2016 Davis was selected as a Legendary School Leader by the Black Caucus of CSA and Administrators and received Proclamations from the Council City of New York, the Assembly State of New York, 14th and 25th Senate Districts. In 2016 Davis was named to City and State’s 2016 “Brooklyn Borough 50” list for his contributions to the Brooklyn community. The Brooklyn Borough 50 annually recognizes 50 of the most powerful leaders in government, education, business, and culture who reside in Brooklyn. Davis has written about education, job skills and training in the 21st century workplace.

• Counting is easy as 1,2,3 … or is it? Algebra and Fractions have been described as gatekeepers to higher level mathematics. Learn why I think the gatekeeper shows up much sooner and learn what you can do to promote high level mathematics for our youngest and most vulnerable learners through a deep dive into counting.

  Strand: Educational Research in Practice

  "Sue Looney is the founder of Looney Math Consulting, a professional development agency devoted to supporting educators in the important work of inspiring learners to believe in themselves as powerful mathematicians. She is also the creator of the routing Same But Different Math, which educators access at no cost globally. She is passionate about spreading the joy of mathematics to all learners – from experienced educators to the youngest of children. Her work is grounded in over 25 years of first-hand experiences with children. Sue holds a Doctorate in Curriculum and Instruction with a specialty in Mathematics Education from Boston University. Sue has been employed as adjunct faculty at Boston University where she developed and delivered a course for early childhood educators. Sue is part of the Mathkind Global community where she is a member of the advisory board. Sue is the author of Same But Different Math, Ying and the Magic Turtle and Exemplars PreK Math. When she is not teaching or creating, she can be found enjoying her family and relaxing at the beach.

  "

12 PM SESSIONS

• Shared Reading of long ago was big books and the basics of the reading process in a supportive, engaging environment. It was solid for what it was. If it survived in the classroom, word study was inevitably integrated. Now, with all we know about SOR, Shared Reading has more power than ever! With the current deep dive into phonological awareness, phonics and orthography, instructional time must be efficient and effective. At the same time, the importance of practicing and applying skills is essential. In comes Shared Reading, new and improved. This workshop will demonstrate effective, whole group, shared reading plans with early childhood poems that support multilevel learners through both intentional practice and joy!

  Strand: Instructional Structures and Strategies

  Dr. Linda Kasarjian, founder of Teachers Are Strong, has 30 years of experience as a classroom teacher, staff developer, reading/literacy coach, college instructor, and literacy consultant, collectively. Linda’s work with teachers has spanned Title 1, urban, rural, suburban, public, private, religious, and independent schools across the country. She holds a MAT from Columbia Teachers College and an EdD from Northeastern University. Linda has extensive experience in early childhood literacy instruction and teacher advocacy. A longtime proponent of balanced literacy with a focus on word study, Linda is bursting with excitement due to the Science of Reading research and recent LETRS certification. Whatever it takes for students to feel and experience success and for teachers to feel empowered and informed is what matters.

• Number Sense Routines are a vehicle for powerful instructional activities which are amplified through consistent exposure over time. Number Sense Routines helps to build and maintain a positive learning community that honors identity and cultivates student agency.

  Strand: Accelerating and Unfinished Learning

  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 8. He facilitates math professional development sessions and on-going coaching across the United States and internationally. He is a co-author of a new book on mathematics and children’s literature “Math by the Book”.

• In today’s fast-paced educational landscape, administrators and teachers are faced with mounting responsibilities, leaving little room for work-life balance. However, through the strategic integration of Artificial Intelligence (AI) as a personal assistant, educators can regain control of their time, allowing for enhanced productivity, improved focus on educational goals, and ultimately, a healthier work-life balance. Participants will learn how to streamline administrative tasks, enhance efficiency, personalize support for educators, and facilitate work life balance. The time and energy you save with administrative tasks will allow you to focus on student learning.

  Strand: A.I. and the Power of Technology

  Handout

  BIO: "With over two decades of dedicated service in the field of education, Dr. Cynthia Guerrero brings a wealth of experience and expertise to the forefront as an esteemed conference presenter. Currently serving as the Assistant Superintendent of Educational Services and Executive Director of the Preschool Academy at Huntington Beach City School District, Dr. Guerrero oversees the dynamic integration of educational initiatives tailored to enhance the learning journey of over 7,000 students within the district.

  Prior to her role as Assistant Superintendent, she held pivotal positions within the Huntington Beach City School District, including Director of Child Welfare and Attendance/Public Information Officer, where she spearheaded comprehensive strategies to ensure student welfare and fostered transparent communication channels between the district and the community.

  An advocate for continuous professional growth and development, Dr. Guerrero concurrently serves as a Preliminary Administrative Services Credential Instructor at the Orange County Department of Education since 2018, empowering aspiring educational leaders with the requisite skills and knowledge to navigate the complexities of educational administration.

  Dr. Guerrero has served in various leadership capacities including middle school principal, elementary principal, director of preschool, assistant principal at multiple elementary schools, adjunct professor at Pepperdine University, elementary teacher, and instructional assistant. With a commitment to excellence, a profound dedication to student success, and a proven track record of leadership and innovation, Dr. Guerrero is poised to deliver an engaging and insightful presentation,"

• "Lots of time, money, and energy have been expended to accelerate students learning to close achievement gaps with very little success. Only 38% of students in the U.S. are proficient in math. What else have we missed? Perhaps it’s time we considered a different perspective … the students’.

  Join us as we examine the science, art, and psychology behind raising student achievement so educators can better understand why certain schools and /or teachers grow students even under the most challenging circ*mstance while others do not even with the most advantageous conditions.

  Strand: Educational Research in Practice

  "Claudisha Harriel, also known as The Growth Culture Coach, is the CEO and founder of Abundant Fruit Educational Services. She loves partnering with school leaders and educators to cultivate schools and classroom cultures that stimulate student engagement and facilitate 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.

  With more than two decades as an educator supporting teachers and students 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, Claudisha’s experience allows her to help school leaders and teachers practically apply research-backed strategies and psychology in the classroom to authentically connect with students so they can make real academic growth gains.

  Claudisha has not only repeatedly helped over 85% of her classes to meet or exceed their yearly growth goals, but continues to help teachers around the country to do the same. She is a highly acclaimed, dynamic, out-of-the-box educator, speaker, and coach who motivates students, teachers, and administrators alike to reach their potential."

1 PM SESSIONS

• Given the challenges of unfinished learning resulting from COVID 19, Huntington Beach City School District began addressing learning loss by establishing an instructional framework and using Literacy Coaches to provide job embedded coaching to improve literacy outcomes for each student. HBCSD established districtwide systems and structures to support the improvement of every teacher to provide high quality instructional practices and a coherent model of instruction. streamline administrative tasks, enhance efficiency, personalize support for educators, and facilitate work life balance. The time and energy you save with administrative tasks will allow you to focus on student learning.

  Strand: Instructional Structures and Strategies

  "With over two decades of dedicated service in the field of education, Dr. Cynthia Guerrero brings a wealth of experience and expertise to the forefront as an esteemed conference presenter. Currently serving as the Assistant Superintendent of Educational Services and Executive Director of the Preschool Academy at Huntington Beach City School District, Dr. Guerrero oversees the dynamic integration of educational initiatives tailored to enhance the learning journey of over 7,000 students within the district.

  Prior to her role as Assistant Superintendent, she held pivotal positions within the Huntington Beach City School District, including Director of Child Welfare and Attendance/Public Information Officer, where she spearheaded comprehensive strategies to ensure student welfare and fostered transparent communication channels between the district and the community.

  An advocate for continuous professional growth and development, Dr. Guerrero concurrently serves as a Preliminary Administrative Services Credential Instructor at the Orange County Department of Education since 2018, empowering aspiring educational leaders with the requisite skills and knowledge to navigate the complexities of educational administration.

  Dr. Guerrero has served in various leadership capacities including middle school principal, elementary principal, director of preschool, assistant principal at multiple elementary schools, adjunct professor at Pepperdine University, elementary teacher, and instructional assistant. With a commitment to excellence, a profound dedication to student success, and a proven track record of leadership and innovation, Dr. Guerrero is poised to deliver an engaging and insightful presentation "

• The presentation will outline seven reasons why we should focus on encouraging and inspiring our underrepresented population to pursue STEM careers.

  Strand: Equity and Cultural Relevancy

  "Loraine P. Snead is a leader in education with over 20 years of professional experience in both industry and education, having begun her career as a chemist in R&D and marketing technical service. Loraine served as a Science Teacher, Science Department Head, High School Principal, Director of Equity & Inclusivity and Managing Director of Education. She has also led international service trips to Ghana, Israel and India with a clear focus on DEIJB. Loraine is the founder and CEO of LPSnead Consulting LLC, and dedicated to helping schools and organizations add equity and inclusivity initiatives in STEM education.

  In addition to being passionate about STEMM and DEIJB, she enjoys family trips, gardening, hiking, cooking, eating and learning to play golf. "

• A conceptual understanding of proportions is so important. How can we use a variety of models and representations to develop a strong foundation and dispel misconceptions? Join us as we explore a variety of both concrete and pictorial representations to promote proportional reasoning. These engaging strategies help all students to build a conceptual understanding of proportions! We can reach and teach all learners!

  Strand: Instructional Structures and Strategies

  "Leanne Luttrell strongly believes mathematics is so much more than basic computation, formulas, and memorization! Developing a conceptual understanding is essential in order to know when, why, and how to apply mathematical concepts and/or critical thinking in any situation. Manipulatives are such an important part of developing a strong conceptual understanding. Using appropriate tools makes such a difference in student understanding and achievement. Leanne is passionate about helping all students develop a conceptual understanding of mathematics.

  Leanne, in her 30 years of experience in education, has had a variety of roles, including elementary and middle school teacher, math coach, K-12 gifted endorsem*nt instructor, professional development leader, curriculum developer, author, and grades 3-9 tutor. She has a specialist degree in education with a gifted endorsem*nt. In addition to other awards and honors, Leanne received the Presidential Award for Excellence in Mathematics and Science Teaching in 2004. She has almost 10 years of experience as a math coach and math content specialist. Presenting at national, regional, and state conferences, in addition to teaching a variety of professional development courses, has given Leanne the opportunity to work with many teachers in a variety of schools. Her experience teaching gifted endorsem*nt classes for teachers and teaching gifted students, in addition to working with struggling students, helps her to collaborate and share with teachers in all situations, especially developing students’ problem solving and critical thinking skills. She believes all students can develop these skills and has spent time coaching teachers on differentiating to meet the needs of all students.."

• "By the time students reach middle and high school, some have developed difficulties that range from misconceptions about new concepts (like proportions) to unfinished learning with previous math (like division).

  In this workshop, we will:

  Address Intervention and support for students in Grades 6-12

  Review how early number concepts develop

  Focus on three foundational areas for intervention:

  Fractions

  Proportions

  Integers"

  Strand: Accelerating and Unfinished Learning

  John Tapper is the founder and CEO of All Learners Network, a professional development organization improving math instruction throughout the country. He is passionate about providing opportunities to every learner through mathematics.

  John was a classroom teacher for more than 20 years and was a tenured college professor. He is a published researcher and author. His book, Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Math won an AEP Award for Assessment and Remediation. He’s provided professional learning for teachers in the U.S., Eastern Europe and Japan. John completed his PhD in Teaching and Learning at New York University.

1D. Is AI the End of Education as We Know It?

There is a lot of talk going on about AI and how students are using it to “cheat” or how it might replace teachers. This session aims to dispel myths about AI and consider how we can use AI to support learning and teach students to think and be creative. Additionally, this session aims to provide you with videos and articles that will allow you to dig deeper into this emerging world of AI.

• There is a lot of talk going on about AI and how students are using it to “cheat” or how it might replace teachers. This session aims to dispel the myths about AI and consider how we can use AI support learning and teach students to think and be creative. Additionally, this session aims to provide you with videos and articles that will allow you to dig deeper into this emerging world of AI.

  Strand: AI, Education Research

  Handout (ckinged.com/ai)

  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.

MOVES: Mini-Pre Recorded Sessions

Strategies for Developing Mindfulness to Improve Focus and Attention

• Rebecca Munlyn is a Leadership Development Consultant, who partners with schools and organizations to unlock potential and expand capacity of leaders, both at district and school levels, as well as teachers to improve student learning. Rebecca has more than 20 years of diverse educational, coaching, and ministry experience, within academic, corporate, and nonprofit organizations. She holds a Master of Education degree from Columbus State University and a Bachelor of Industrial Engineering degree from the Georgia Institute of Technology, where she also played Division I basketball.

  Website: http://inspiredgrowthllc.com

MOVES are meant to motivate and inspire. They will play live in the Lobby and you can click the links below to see them at anytime. No registration needed!