This three-day series focuses on effective teaching and learning required to meet the increased rigor of state standards and current assessments. We align what educators already know with what they need to learn about developing the habits of mind their students need for success with mathematics. Participants will leave each course with instructional skills and strategies they can use in their classrooms immediately.

Students need to build a deep understanding of mathematics and use that understanding to reason about problems, make sense of new learning, and communicate their thinking to others. This full-day course is designed to introduce participants to the processes and habits of mind students need to develop, with particular emphasis on the role of reasoning and discourse in mathematics. During this course, teachers will engage in reasoning and discourse, and discuss the implications for their students. In addition, they analyze the complexity of mathematical tasks and consider strategies for transforming grade-level tasks to increase the level of rigor.

Participants gain a deeper understanding of instruction of procedural fluency beyond merely the ability to memorize procedures and apply them with little understanding. In addition, teachers will learn strategies to support students in representing ideas visually, symbolically, and verbally, as well as strategies for helping students make connections between these different representations.

Students need to make sense of problems and persevere in solving them. Teachers’ instructional practices directly affect students’ confidence in their mathematical skills and their willingness to persevere to solve difficult problems. This full-day course provides teachers with a deeper look at building perseverance in problem solving and applying mathematics to everyday situations. Participants will learn strategies for engaging students in appropriate levels of constructive struggle, thus allowing all students to approach mathematics with confidence and competence. Teachers learn how to maintain the integrity of high-level tasks by structuring lessons to allow students to make connections and develop new mathematical knowledge.

This three-day series focuses on effective teaching and learning required to meet the increased rigor of TEKS Mathematical Process Standards. We align what educators already know with what they need to learn about developing the student expertise in the processes and habits of mind outlined in the standards and needed for success with mathematics. Participants will leave the institute with instructional skills and strategies they can use in their classrooms immediately.

Designed to fundamentally change the way teachers think about math and how they teach their students, this relevant, engaging, 4-or 5-day institute brings Mathematical Habits of Mind to life. Through hands-on, research-based activities, teachers deepen their own content knowledge while learning how to develop students’ number sense, computation and problem solving skills, as well as their abilities to think and reason.

During this transformational professional development series, participants build mathematical content knowledge and gain instructional strategies to engage students with lessons and learning activities aligned to state standards.

Participants will leave the course with a new cohesive instructional plan, as well as the competence and confidence to begin implementing it immediately.

This three-day course focuses on Number and Operations in Base Ten for students in grades K–5. The emphasis of this course is on developing a foundation of understanding of multiplication and division, and on extending understanding of place value with whole numbers to decimals. Experiences and discussions help participants discern the role that place-value understanding and properties of operations.

Course 1 of 2. This two-day course focuses on the priority domain of Number and Operations–Fractions for students in Grades 3-5. The emphasis of the course is on building understanding of fractions as numbers and connections between whole number knowledge and fraction knowledge. The strategies and foundation developed in this course are prerequisites for the further work with fraction computation that is developed in Course 2, Making Sense of Fraction Computation.

Course 2 of 2. This two-day course focuses on the priority domain of Number and Operations–Fractions for students in Grades 3-5. The emphasis of the course is on building understanding of fraction computation. In this course, participants learn to build on students’ understanding of whole number operations to make sense of fraction computation. Strategies that support the development of fraction operation sense are highlighted.

This three-day course explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is at the forefront of the middle school mathematics curriculum. The course addresses ratios and proportional relationships in the middle grades, and supports teachers with strategies to help make the standards accessible to all students.

This course focuses on how students develop algebraic reasoning and an understanding of the different representations for functions. Teachers and coaches explore the progression of middle school content that develops an understanding of expressions, equations, and functions and prepares students for success in high school and beyond.

This two-day course focuses on the domain of Measurement and Data for students in grades K–5. The emphasis of this course is on developing understanding of the natural progressions in thinking that children pass through as they develop basic concepts of measurement. Experiences and discussions help participants understand the importance of providing students with many and varied measurement tasks. The tasks must be meaningful and require students to gather measurement data for a purpose or in connection with clarifying important ideas. Data investigations provide the opportunity to consider the components and skills involved with collecting, representing, and interpreting data.

This course focuses on content from the domain of Geometry and connects to expectations in the geometric measurement content cluster from the domain of Measurement and Data. Participants gain an understanding of the levels of geometric thinking, the important measurement decisions students need opportunities to make, and types of learning experiences that promote rigorous thinking.

This course focuses on content from the domain of Geometry and connects to expectations in the geometric measurement content cluster from the domain of Measurement and Data. Participants gain an understanding of the levels of geometric thinking, the important measurement decisions students need opportunities to make, and types of learning experiences that promote rigorous thinking.

This course focuses on geometry experiences that formalize high school students’ geometry work in elementary and middle school by utilizing more precise definitions and developing careful proofs. During the course participants engage in activities devoted to plane Euclidean geometry, both synthetically (without coordinates) and analytically (with coordinates).

This course focuses on integrated math experiences that formalize and extend high school students’ learning in middle school. Critical areas include linear relationships contrasted with exponential relationships, properties and theorems about congruent shapes, and the connection between geometry and algebra as experienced through the lens of Analytic Geometry.

This two-day course focuses on the conceptual aspects of Algebra and Functions for students in high school with an emphasis on strategies and tools to help leverage students’ ways of thinking so they can approach any type of function, work with it, and understand how it behaves.

Merging ongoing assessment with instruction engages teachers and students in becoming partners to support student learning. Using ideas from INFORMative Assessment: Formative Assessment to Improve Mathematics Achievement, by Jeane M. Joyner and Mari Muri, this course supports participants’ extension and application of a fundamental understanding of formative assessment for the purpose of promoting student learning.

This full-day course introduces educators to the theory, structure and focus of Number Talks. As participants interact throughout the day, they reflect on their current practices and target essential understandings about numbers and operations.

This course offers teachers of young children hands-on experiences with instructional strategies that promote the thinking and reasoning. Video clips are used to bring teachers into the young child’s classroom to see students grapple with counting and building and dealing with data. Participants have multiple and varied opportunities to consider instructional decisions, differentiation, and assessment.

This full-day course provides teachers with a firsthand experience of learning mathematics through problem solving. Through this experience, participants are introduced to approaches and strategies to help students build new mathematical knowledge and use a range of problem-solving strategies. Throughout the course, teachers experience and learn how to provide a classroom environment that encourages students to explore, take risks, and share their thinking.

Number sense is a broad concept that covers a range of numerical thinking. This course helps teachers gain an understanding of what number sense is, why it is important, and what strategies they can use to help promote their students’ number sense. Through firsthand experiences, teachers explore their own number sense and are introduced to instructional approaches that promote thinking and communicating about numbers. Samples of student work help connect course investigations to teachers’ classroom needs.

This course helps teachers understand what it means to support all students by differentiating three aspects of the math curriculum—content, process, and product. Teachers examine a variety of approaches that help them make instructional adjustments to content, provide activities that address how different students learn, and offer a variety of ways for students to demonstrate what they’ve learned.

This three-day course offers guidance to classroom teachers, special educators and math specialists in understanding and supporting children who struggle with mathematics. The struggles that children encounter may be the result of cognitive learning challenges, background and experience, or previous instruction. This is not a “recipe” course, but rather a course on improving instructional practices and helping teachers to be more thoughtful about struggling learners in their classes. In this course, educators examine and choose instructional strategies to help struggling students be successful in regular mathematics classrooms and learn to use a framework of assessments to understand student thinking.

Team coaching builds upon and enhances the knowledge and experience of your math leadership team and teachers to help them move beyond the theoretical so they may apply best teaching and student learning practices into the classroom.

During this full-day course, *GO Math!* teachers engage in reasoning and Math Talk, and examine the implications of these actions for their students. In addition, they analyze the complexity of mathematical tasks and consider strategies to use for planning *GO Math! *lessons. The end result is that students build a deep understanding of mathematics and use that understanding to reason about problems, make sense of new learning, and communicate their thinking to others.

This three-day series of courses focus on teachers’ math content and pedagogical knowledge in order to support *GO Math! *classroom instruction. Topics include Math Talk, mathematical reasoning, procedural fluency and mathematical representations, all critical elements of mathematics learning in *GO Math!. * Teachers gain a variety of instructional skills and strategies that will impact lesson planning and use of tools in *GO Math! *to support students’ development of mathematical ideas.

This full-day course provides *GO Math!* teachers with a deeper look at building perseverance in problem solving and applying mathematics to everyday situations. Participants will learn strategies for engaging *GO Math! *students in appropriate levels of constructive struggle, thus allowing all students to approach mathematics with confidence and competence. Teachers will focus on how to maintain the integrity of high-level tasks by structuring lessons to allow students to make connections and develop new mathematical knowledge.

This full-day course provides *Go Math! *teachers with a deeper understanding of procedural fluency beyond the ability to memorize procedures and apply them with limited understanding. In addition, teachers will learn strategies to support students in representing ideas visually, symbolically, and verbally, as well as strategies for helping *GO Math! * students make connections between these different representations.

This three-day course focuses on number and operations in Base Ten for *GO Math!* students in grades K–2. The emphasis of this course is on developing a foundation of understanding of early number concepts, the significance of place value, and the four operations in order provide younger students a path to algebraic thinking.

This two-day course focuses on number and operations with fractions for *GO Math! *students in Grades 3-5. The emphasis of the course is on building understanding of fractions as numbers and connections between whole number knowledge and fraction knowledge.

The emphasis of this two-day course is on building understanding of fraction computation. Participants learn to build on students’ understanding of whole number operations to make sense of fraction computation. Strategies that support the development of fraction operation sense are highlighted.

This three-day course explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is central in middle school mathematics. The course addresses ratios and proportional relationships in the middle grades, and supports *GO Math!* teachers with strategies to help make the standards accessible to all students.

Team Coaching creates a collaborative community of *GO Math! *educators, synchronizing groups of teachers across grade levels and/or across a district, to deepen content knowledge for teaching, share experiences, and build teaching expertise. Team Coaching may include: lesson modeling, which provides teachers with professional development before, during, and after lesson delivery in their own classrooms with their own students; planning for units of instruction or lessons; and examining student work to plan next steps.

Getting Started with *MATH 180,* Course I is a two-day course designed to help teachers consider how *MATH 180* prepares students to meet rigorous College and Career Readiness Standards. Teachers understand the* MATH 180* Instructional Model from the teacher’s and student’s perspective looking closely at the role of classroom discourse to support learning of mathematics. They interpret* MATH 180* progress, performance, and assessment data to inform instruction and prepare for the first six weeks with *MATH 180*.

This two-day course helps teachers gain a deeper understanding of instructional strategies and underlying mathematics content embedded in *MATH 180 *Course II. Teachers learn alternative teaching approaches that engage and motivate struggling students, pace students for success, and bolster their confidence and competence. Teachers learn how to use the dynamic software of *MATH 180 *and progress monitoring to make informed choices about the instruction as they plan for the first six weeks.

This day of professional learning is designed to help teachers understand how both the learning environment and classroom culture impact the differentiated mathematics classroom. They review and interpret progress, performance, and assessment data of *MATH 180* students to make instructional decisions that meet the needs of all students.

*MATH 180* uses models, tools, and alternative strategies to assist students to understand content and communicate their learning. This course is an opportunity for teachers to focus on the mathematical content of *MATH 180* through the lens of these tools and strategies, and to learn how to use each effectively to build mathematical understanding in students. Explicit connections to core content support all math teachers in implementing the models, tools, and strategies.

*MATH 180* uses models, tools, and alternative strategies to assist students to understand content and communicate their learning. This course is an opportunity for teachers to focus on the mathematical content of* MATH 180* through the lens of these tools and strategies, and to learn how to use each effectively to build mathematical understanding in students. Explicit connections to core content support all math teachers in implementing the models, tools, and strategies.

This professional learning develops teachers’ understanding of the *Do The Math* methodology and how it supports students who are below grade level in math. Teachers learn how to support the development of whole number and fraction proficiency for struggling students. Teachers consider what it means to provide intervention instruction as they spend time exploring the program and planning for their first week of instruction.

*Do The Math Now!* reinforces the key foundational concepts that are critical for algebra. The year-long course is designed for middle and high school students who need support in addition to their regular class instruction. Specifically developed to address these students’ needs with the basics of numbers and operations, content is sequenced and paced to build

understanding and skills.

This professional learning day helps teachers get started using *Do The Math Now! *in their classrooms to meet the needs of struggling math students in Grades 6–10+. Topics include understanding how the structure of the program builds foundational math skills and sequences the content to teach students to reason mathematically, teaching the instructional strategies and lessons, and using assessment data to influence instruction.

Authored by Marilyn Burns, *Math Reads* is a math and literature program for Grades K–5 that develops students’ mathematical thinking, reasoning, and problem-solving skills through engaging lessons inspired by children’s literature.

*Math Reads* Getting Started provides teachers with an introduction to the program components of *Math Reads* and provides a foundation for successful implementation.

Math Inventory is a powerful universal screening and growth monitoring assessment that measures math abilities and progress. Mathematics growth is measured on the Quantile® Framework for Mathematics—a scientific taxonomy of over 500 math concepts and skills— placing student readiness and difficulty of math tasks on the same scale.

This Getting Started day for teachers, coaches, and administrators provides an overview of the Quantile Framework® for Mathematics, hands-on experience with the software and management system, and practice using Quantile measures to differentiate instruction. Participants learn how to analyze reports to plan instruction and benchmark progress.

*FASTT Math’s* adaptive technology creates an individualized learning progression for every student, enabling students to develop fact fluency so they can focus on higher-level mathematics. Students will be enthralled by 18 NEW games, and educators will appreciate

how easy *FASTT Math* is to implement.

This implementation day examines how *FASTT Math Next Generation* or *FASTT Math Enterprise Edition* uses technology to help students achieve math fact fluency and provides teachers with the knowledge and tools to successfully get started with the program. Topics include using the Teacher Dashboard to monitor progress, analyzing report data to differentiate instruction, identifying key resources, and differentiation support in the Teacher’s Guide.

*Fraction Nation* targets fractions and decimals – two of the most difficult concepts to teach and learn. Designed to develop the critical foundations of fraction fluency – conceptual understanding and procedural knowledge – *Fraction Nation* delivers fraction fluency through explicit instruction, extensive practice, and ongoing assessments. *Fraction Nation* guides students on a journey through sixty-four carefully crafted lessons to build a strong foundation in fractions and decimals – all in a 15-minute lessons.

*Fraction Nation Getting Started* provides teachers with an introduction to the program components of *Fraction Nation* and provides a foundation for successful implementation.