ATOMIC - News

ATOMIC Fall Conference!

10/30/2013 7:38 PM | Anonymous

We are all gearing up for a fantastic conference on December 3rd in Cromwell, CT! Register now to join us.

New ATOMIC Conference Presenter Deadline 9/25

09/16/2013 8:13 PM | Anonymous

Bonus! Ten more days to step up. Come share a lesson! http://www.atomicmath.org/2013conferencepresenter

CSDE Conference Call on ESEA Flexibility Waiver

09/15/2013 9:03 AM | Anonymous

The Connecticut State Department of Education is requesting public input/comments regarding amendment to Principle 3 of the ESEA Flexibility Waiver. Feedack needs to be given on topics such as the use of test scores on teacher evaluation, how to determine growth in non-tested areas, and the implementation of the teacher evaluation system. It is imperative that our voice is heard; you have until September 20 to give your input. A conference call will be held on Monday, September 16, at 8:30 a.m. Details and more information can be found here.

ATOMIC Fall Conference - Call for Presenters

08/14/2013 10:46 AM | Anonymous

Do you or one of your colleagues have a classroom-ready, CCSS-aligned lesson to share? If so, please submit an application to be a presenter at the ATOMIC conference on December 3, in Cromwell.

We need you to help make this a conference by teachers, for teachers!

"Mathematics at Work" brochures: A nice resource for MS and HS teachers

07/13/2013 12:27 PM | Anonymous

Achieve has produced a series of "Mathematics at Work" brochures to examine how higher-level mathematics is used in today's workplaces.

The brochures present case studies drawn from leading industries nationwide to illustrate the advanced mathematics knowledge and skills embedded in jobs that offer opportunities for advancement and are accessible to high school graduates. The series underscores that all high school graduates - regardless of whether they enroll in college, join the workforce or enter the military - benefit from acquiring a comprehensive knowledge base and skill set in mathematics.

To download copies go to: http://www.achieve.org/math-works-brochures

Fourth International Realistic Mathematics Education Conference, September 27 – 29, 2013

07/13/2013 12:24 PM | Anonymous

We cordially invite you to join us September 27 – 29, 2013, for the Fourth International Realistic Mathematics Education Conference (RME4), a biennial conference held at the University of Colorado at Boulder in the foothills of the Rocky Mountains. This three-day conference is sponsored by the Freudenthal Institute for Science and Mathematics Education, the CU-Boulder School of Education and the Freudenthal Institute US. Since 2005, the RME conference has focused on strictly mathematics as the sole content area of interest. However, this year the RME conference includes studies in mathematics and/or science education, to promote productive intra- and inter-disciplinary discussions about ways in which contexts and representations promote student reasoning.

Who Should Attend? The program is organized to address the needs of university faculty; district, state or national school administrators; and professional developers and teachers who are engaged in design and research in mathematics and science education and/or teach pre-service courses. The content addressed in this 3-day conference includes upper elementary through university level mathematics and science.

Conference Program

The 2013 conference will focus on the use of contexts and representations in science, technology and mathematics in ways that support mathematical and/or scientific reasoning. Plenary and interactive breakout sessions will include presentations focusing on the use of context and representations in instructional sequences that are either specific to mathematics or science, or involve the integration of STEM content. The purpose of this approach is to offer comparisons of design research and related empirical studies within and across disciplines, to encourage cross-disciplinary interaction in design research in mathematics, science and technology, to further understand productive similarities and differences in design research and the application of activities and instructional sequences that promote reasoning, modeling and problem solving in natural science, life science, and mathematics. The program will include keynote speakers Paul Cobb, Harrie Eijkelhof, and Alex Repenning, and an expanded program of 90 minute breakout sessions offered by researchers, educators, and curriculum designers from the Cayman Islands, Japan, the Netherlands, South Africa, United Kingdom and the United States who have engaged in research, design and use of instructional sequences to support understanding of math, science, and integrated domains from primary, secondary and undergraduate level education.

Plenary sessions

Several plenary/keynote sessions have been scheduled for the 3-day conference. Paul Cobb (Vanderbilt University, USA), Harrie Eijkelhof (Director, Freudenthal Institute for Science and Mathematics Education, NL), Alex Repenning (University of Colorado Boulder) and other plenary speakers will highlight different perspectives on the use of context, representations, and other RME-related design principles in curriculum, assessment, instruction, and teacher learning. Their presentations will further describe how materials and activities have been designed to promote student understanding of mathematics and science.

Interactive, breakout sessions

The conference program will also include seven 90-minute breakout sessions organized by thematic strands and grade bands. The themes are instructional design, professional development and student learning with grade bands addressing primary, secondary and post-secondary levels. Most of these sessions will be conducted in an interactive, workshop style to promote engagement with math and science activities, to support analysis of student responses, to reflect on classroom video excepts, and to explore the use of various technologies. Many of the resources shared in these sessions can be used for further development of resources, professional development, or classroom activities.

Session Themes

This conference will also include sessions that are related to Realistic Math Education but are not necessarily direct derivatives, to further articulate the relationships between various approaches and provoke deliberation and discussion of productive approaches that support student learning. The use of contexts, models and tools will be shared and discussed in light of this goal. The ways in which research on student learning, productive instructional sequences, and assessment practices are aligned with such approaches will be used to inform future research and design in topics beyond the scope of this conference.

In addition to a mix of plenary and breakout sessions, ample time for discussion between sessions for informal meetings and professional networking has been planned into the schedule. Saturday afternoon will offer an opportunity for local tours of downtown Boulder and early evening hikes in the foothills of the Rockies.

Registration
As a courtesy for participants who preferred to wait until more program information was available, we have extended the pre-enrollment deadline to July 19^th.

Please register by the July 19^th pre-enrollment deadline for a reduced conference fee of $295. After July 19th the standard registration fee is $365.

The conference registration page is: https://cucs.colorado.edu/confreg/4th-realistic-mathematics-education-conference

KSTF Teaching Fellowship Applications due 10/15/13

07/13/2013 11:42 AM | Anonymous

The Knowles Science Teaching Foundation (KSTF) supports passionate, dedicated teachers to thrive in the profession, lead from the classroom and become change agents in education. The KSTF five-year fellowship is now accepting applications until October 15, 2013. Below is an overview of our teaching fellowship and eligibility requirements. Please share this information with future and beginning high school science, technology, engineering, and math (STEM) teachers in your network. For more information on our teaching fellowship, review our recruitment flyer or visit www.kstf.org/apply. Thank you in advance for helping us to spread the word.

KSTF Teaching Fellowship Overview

The KSTF five-year fellowship, one of the most generous and comprehensive professional development programs for STEM teachers, provides its fellows access to a close, collaborative community of like-minded colleagues. KSTF Teaching Fellowships are awarded annually in the areas of STEM education. In selecting fellows, KSTF asseses depth and breadth of the applicant's content knowledge, their potential to develop exemplary teaching practices and their ability to cultivate their leadership skills to become teacher leaders.

Eligible applicants must:

Demonstrate leadership and outstanding content knowledge
Possess a recent content degree in science, technology, engineering or mathematics (typically within the last 5–10 years)
Commit to teaching high school STEM subject(s) in the United States as a primary career (cannot have more than 5–10 years of work experience in another field, or more than 2 years of teaching experienceundefinednot intended for career changers)
Earn a secondary teaching credential no earlier than January 1, 2013 or no later than September 1, 2014

Knowles Science Teaching Foundation
1000 North Church Street
Moorestown NJ, 08057
856-608-0008

The Knowles Science Teaching Foundation (KSTF) was established by Janet H. and C. Harry Knowles in 1999 to increase the number of high quality high school science and mathematics teachers and ultimately, improve math and science education in the United States. KSTF operates three programs that build national capacity for improving science, technology, engineering and mathematics (STEM) teaching, leading, and learning: Teaching Fellowships, Research and Evaluation, and Senior Fellows.

Math-tastics Summer Camps

06/16/2013 2:16 PM | Anonymous

Math in Our World

Dynamic Fantastic Summer Program

GREAT activities!

Session 1: July 8-12, 2013

Old Lyme Middle School

Old Lyme CT

Session 2: August 5-9, 2013

South End Elementary School

Southington CT

Schedule:

Morning Session: 8:30-11:30 A.M.

Afternoon Session: 12:00-3:00 P.M.

Some classes will have limited enrollment. Register early.

Sessions/Registration on line at www.campy.org

The Program is the same at both sites.

Other Questions?

Email: judy@campy.org or

call Judy at 860 443 6163

Weaving the Mathematical Practices Throughout the K-12 Curriculum

05/22/2013 12:58 PM | Anonymous

July 29 - 31, 2013

With just about a week remaining to take advantage of our Early Bird Special (details at the end of this notice), you are invited to join us for a 3 day engaging institute focusing on the eight Mathematical Practices and what they look like in the classroom. We are excited to have some of the region’s most influential mathematics educators together to actively engage us in classroom activities that embody the mathematical practices from CCSSM.

Our complete Program will soon be available at www.atmne.net, but listed below is a sampling of our offerings.

Choose from sessions designed specifically for:

The Elementary School Classroom (K-5) with a focus on fractions as numbers.

Judy Curran Buck (Mathematics Education Support Services-Derry, NH)

“The Common Core's Focus on Fractions: Transitioning to Fractions as Numbers”

Donna Knoell (Educational Consultant-Shawnee Mission, KS)

“Engaging Children with Number Sense, Fractions and Problem Solving”

Michele Lippens (Somerville,MA Public Schools)

“Strategies and Resources for Fractions Through the Common Core: Grades 3 – 5”

Mary Pelrine (Middleton, MA Public Schools)

“Fractions Only Part of the Story: Lessons Learned about Fractions as Number”

MW Penn (Math for Poets-Hamden, CT)

“Why a Pie? Exploring Visual Representations of Fractions”

Susan Osberg (University of Rhode Island-Providence, RI)

“FRACTIONS! OH; MY!”

The Middle School Classroom (6-8) with a focus on ratios, measurement, and geometry.

Amy Lucenta (EDC-Natick, MA)

“Helping Teachers Engage with the Standards for Mathematical Practice: An Instructional Strategy to "Look for and Express Regularity in Repeated Reasoning"

Kate Marin (Westwood, MA Public Schools)

“Exploring and Explaining Ratio and Proportion With Visual Models”

Jim Matthews (Siena College Loudonville, NY)

“Weaving the Mathematical Practices Through Your Curriculum with Counting Problems”

Andrea Plate (Somerville, MA Public Schools)

“A Professional Development Tool for Understanding the Mathematical Practices”

Aniceta Skowron (Ancaster, Ontario)

"Patterns in 3-D Geometry: Concept Development and Strengthening for Math and Science"

The High School Classroom (9-12) with a focus on problem solving using algebra, geometry, and trigonometry.

Kerry Cook (Franklin, NH High School)

“From Paper to Pinterest: Using multiple modes of assessment to measure mastery of the mathematical practices”

Art Johnson (Boston University, Boston, MA)

“Chicken or the Egg? What Do You Plan First: The Problems/Projects or the Mathematical Practices.”

Nancy Johnson (Hopedale, MA Jr/Sr HS)

“Floodlights”

Margaret Kenney (Boston College Chestnut Hill, MA)

“Problem Solving Using Stars Illuminates and Connects Algebra, Geometry and Trigonometry”

Monday’s Opening Keynote Address by Dr. Anne M. Collins

Director of the Mathematics Achievement Center, Lesley University

Wednesday’s Closing Keynote Address by Dr. Linda Dacey

Professor of Mathematics Education at Lesley University

Click here for more detailed information, including registration

Cost: $350 (includes a light breakfast and lunch each day) for full three days.

To attend one day, the cost is $120, and for two days the cost is $240.

Early Bird Registration Special: Register before June 15th and pay only $300 for the three-day institute.

We are an authorized PDP Provider for the State of MA. Certificates will be awarded for 6 hours at the end of each day.

SBAC Item Development and Range Finding Opportunities

05/22/2013 10:46 AM | Anonymous

On behalf of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Connecticut State Department of Education, CTB/McGraw-Hill invites educators to participate in Item Development and Range Finding opportunities.

Smarter Balanced is developing an assessment system for mathematics and English Language Arts (ELA)/literacy that is aligned to the Common Core State Standards. The development involves educators, researchers, policymakers, and community groups in a transparent consensus-driven process to help all students strive for success in a global economy.

The Smarter Balanced Assessment Consortium places strong value on educator participation in the design of the items and tasks that will form the assessment system. The active involvement of educators supports the sustainability of the assessment system and builds capacity among states.

1. Mathematics and English Language Arts/Literacy Item Development Opportunities

Educators who meet the qualifications outlined below are invited to apply to develop mathematics and English language arts/literacy (ELA/literacy) items for the Field Test to be administered in 2013-2014.

· Currently certified to teach ELA/literacy and/or mathematics in a K-12 public school.

· Currently teaching in a Connecticut public school or are currently employed by a public school or district or state education entity, including higher education.

· Taught ELA/literacy and/or mathematics in Grades 3 through 8 and/or high school within the past three years or have worked in a classroom content support role such as a literacy or mathematics coach, district or state content specialist, etc.

· Previously reviewed the Common Core State Standards for the content area in which they are interested in writing items and/or performance tasks.

All educators who are interested in serving as an item or performance task writer must submit a statement of interest that is at least one paragraph in length that describes (a) the reason(s) for their interest in developing items and/or performance tasks for the Smarter Balanced assessment system and (b) their qualifications for doing so.

The Smarter Balanced Assessment Consortium places strong value on educator participation in the design of the items and tasks that will form the assessment system. The active involvement of educators supports the sustainability of the assessment system and builds capacity among states.

CTB/McGraw-Hill is recruiting educators to participate in item development of selected-response (SR) and constructed-response (CR) mathematics and English language arts/literacy (ELA/literacy) items. Interested candidates can apply by accessing the online application to provide contact information, experience, and a statement of interest. Please complete the online application by Wednesday, May 29, 2013. A limited number of qualified educators from Connecticut will be selected to participate.

CTB/McGraw-Hill will confirm educators to serve as item authors from across all Smarter Balanced Governing States. The distribution of educators will represent a balance of geographic regions, grade levels, years of experience, and other demographic data.

Potential item authors will complete requisite training and certification before being confirmed. Confirmed item authors will be expected to produce high quality items that fully meet all Smarter Balanced Guidelines and Specifications.

2. Mathematics and English Language Arts/Literacy Range Finding Opportunities

Educators who meet the qualifications outlined below are invited to apply to serve as panelists for Range Finding activities beginning in June 2013.

· Currently certified to teach ELA/literacy and/or mathematics in a K-12 public school.

· Currently teaching in a Connecticut public school or are currently employed by a public school or district or state education entity, including higher education.

· Taught ELA/literacy and/or mathematics in Grades 3 through 8 and/or high school within the past three years or have worked in a classroom content support role such as a literacy or mathematics coach, district or state content specialist, etc.

· Previously reviewed the Common Core State Standards for the content area in which they are interested in participating.

· Previous Range Finding experience (preferred but not required).

All educators who are interested in serving on the Range Finding Committee must submit a statement of interest that is at least one paragraph in length that describes (a) the reason(s) for their interest in Range Finding activities for the Smarter Balanced assessment system and (b) their qualifications for doing so.

This spring, Smarter Balanced administered a Pilot Test of the assessment system to a sample of schools across the country including Connecticut. Through this Pilot Test, Smarter Balanced will gather information about the performance of assessment items and the test delivery system.

CTB/McGraw-Hill is recruiting educators to participate in Range Finding Committees to review student responses, recommend anchor papers, and validate rubrics from the Pilot Test. The committees will meet on-site in Sacramento, California (ELA/literacy) and Durham, North Carolina (mathematics) for each Range Finding opportunity. Educators will be expected to attend all four days and will review responses with other educators to discuss scoring expectations and to define the anchors and rationales for scoring. The table below outlines the dates and location of each Range Finding opportunity.

Range Finding Opportunities

Range Finding supports the consistency and validity of scoring for the assessment. Specifically, Range Finding focuses on tasks for mathematics and ELA/literacy and includes

· the review of student responses against item rubrics,

· the validation of rubric effectiveness, and

· the selection of anchor papers used by hand scoring for the

larger population of responses.

Interested candidates can apply by accessing the online application to provide contact information, experience, and a statement of interest. Please complete the online application by Sunday, May 26, 2013. A limited number of qualified educators from Connecticut will be selected to participate.

CTB/McGraw-Hill will confirm educators to serve on the Range Finding Committees from across all Smarter Balanced Governing States. The distribution of educators will represent a balance of geographic regions, grade levels, years of experience, and other demographic data.

CTB will provide lodging, travel costs, and applicable reimbursements to each confirmed participant which may include substitute reimbursement. Additional travel and contract information will need to be completed for those educators confirmed.

For additional information, visit the Connecticut State Department of Education site (http://www.sde.ct.gov/sde/SmarterBalanced) or contact Joe DiGarbo at 860-713-6863 or Joe.DiGarbo@ct.gov.