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Learn how to prepare and develop meaningful mathematics instruction and assessment processes with the rigor and coherence expected by all states.

The Mathematics in a PLC at Work^® Summit is led by educational thought leaders and acclaimed authors of the book series Every Student Can Learn Mathematics. Committed to helping you design an effective K–12 mathematics program, these mathematics experts will share research-affirmed and proven strategies for your classroom, school, and district.

How can students achieve an understanding of multiplication that allows them to go beyond simple recall to explain their thinking? Author and mathematics education professor Juli Dixon introduces a program that teachers can seamlessly integrate into existing mathematics instruction. Learn six tactics to help you shift from an anxiety-producing, rote-memorization approach to one that helps students make sense of multiplication and prepare for algebra. This virtual workshop offered in two half-day sessions will help classroom teachers, resource teachers, interventionists, coaches, administrators, tutors, and parents of students in grades 3–6.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

During this two-day workshop, Sharon Kramer shares a clear path to continuous improvement. Teachers and administrators will discover how to work together as a team of leaders to create systematic processes and implement best practices that ensure the learning of every student.

It has been said that isolation is the enemy of improvement, and yet singleton teachers are too often left alone. Singleton teachers are the only ones at a school who teach a specific course or subject—like a music or art teacher or the only physics teacher—and these teachers often ask how they can effectively participate on a collaborative team at a PLC school (e.g., teachers who teach the same course or subject). Additionally, leaders frequently ask what they should be doing to guide and support these outstanding educators.