Region 14 Summer Math Conference: “Maximize Your Students’ Learning of Essential Mathematical Concepts and Skills Through the Use of Effective Instructional Strategies and Techniques”
View the Brochure. (PDF)
At the recommendation of Dr. Riccomini, this training has been designed for building teams made up of Mathematics Teachers, Intervention Specialists, Paraprofessionals and Building Administrators with the goal of changing instruction for improved student mathematics performance. Superintendents, Curriculum Directors, Special Education Administrators, School Psychologists and Math Coaches, School Improvement Consultants are also invited.
About The Presenter:
Dr. Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms.
* Served as Associate Professor of Special Education at Clemson University. Currently Associate Professor of Education: The Pennsylvania State University
* Research focus: effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics
* Has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle. Co-authored two math intervention pro- grams targeting fractions and integers
* Co-authored several books on math instruction: Building Number Sense through the Common Core, Response to Intervention in Math, Computation of Integers, Computation of Fractions, Solving Equations
* Provides professional development focused on effective mathematics instruction for audiences around the country
* Knows firsthand the challenges and difficulties teachers experience every day when working with struggling students.
WHY Is MATHEMATICS Training being offered this Summer?
* Educators in the 18 districts comprising Region 14 have identified mathematics achievement as an area of focus for their school improvement efforts.
* Teacher Based Teams, Building Level and District Level Teams are concerned about the per- formance of students who find mathematics difficult and are also concerned about the performance of students who are gifted.
* Regional and district student performance and value added data demonstrate the need for enhanced instructional strategies and techniques.
Why Should I Attend Mathematics Training?
Ask yourself these questions:
⇒ Am I satisfied with the math performance of all of my students?
⇒ Do I feel equipped to engage and teach the most challenging of my students?
⇒ Would I like to know new ways to increase my students’ retention of mathematics content and processes?
⇒ Are my colleagues and I prepared to teach to the Common Core Math Standards?
⇒ As a building or district leader, do I know effective mathematics instruction when I see it?
⇒ Am I prepared to provide my teachers with the support and feedback they need to provide high quality effective math instruction and intervention?
June 2013 Content:
In June, Dr. Riccomini will:
♦ Demonstrate, model, and provide practice with a continuum of instructional supports utilized by effective mathematics teachers.
♦ Share instructional techniques proven to help students retain previously taught and learned mathematics concepts.
♦ Provide focused instruction on critical areas of the Common Core State Standards in mathematics.
♦ Share and demonstrate specific strategies for organizing instruction and materials to facilitate students’ learning, remembering and applying mathematical concepts in new situations.
♦ Prepare administrators and building and district leaders to monitor and support effective mathematics instruction.
2013-14 Follow up:
In follow-up to the June Training, Dr. Riccomini will provide five interactive and recorded webinars for educators in Region 14 from August, 2013 through January, 2014:
* Explicit Mathematics Instruction (Instructional Needs of Struggling Students)
* Organizing Instructional and Study Time (Spaced Learning Over Time and Interwoven Worked Examples)
* Math Vocabulary (Frayer Model and Keyword Mnemonic)
* Instructional Scaffolding (Chunking Across Problems and Content-Task-Materials Scaffolding)
* Teaching for Computational Fluency and Automaticity.
Certificates of Attendance, Graduate Course Credit Availability:
Certificates of Attendance will be provided to participants. One hour of Graduate Credit will be available for purchase from Ashland University for complete attendance at the Conference.
Important Cancellation Notice:
DUE TO THE COST OF THIS TRAINING, THE PRESENTATION WILL BE CANCELLED IF FEWER THAN NINE REGION 14 DISTRICTS PREREGISTER FEWER THAN 45 PARTICIPANTS BY MAY 15, 2013. SHOULD THIS OCCUR, REGISTRANTS WILL BE NOTIFIED IMMEDIATELY.
There is no charge for participation in the Summer Math Conference or follow-up webinars. Preregistration is required. Team participation is highly recommended. Please register in STARS. If you need assistance, please contact Sherry Campton (937) 393-1904 ext. 126 or email email@example.com.
Additional Participant Information:
Dr. Ricccomini’s books will be available for purchase on both days of the Conference. Dr. Riccomini’s Co-Author Dr. Bradley S. Witzel will be presenting the keynote address at the 6th Annual Region 14 Building Bridges Conference August 5, 2013 at Southern State Community College/ Hillsboro Campus. Dr. Witzel’s presentation will provide foundational information on mathematics concept development for those who provide early education and care (birth through age 8). Lunch will be available for purchase ($7.00) at the Summer Math Conference or bring a packed lunch.