Tools for Effective Intervention

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    Weather Update 

    We understand that current weather conditions in parts of the United States may make travel difficult.

    Currently, there are no plans to cancel the NCTM Interactive Institute, taking place January 22-23 in Nashville, TN. If your travel plans are impacted by inclement weather conditions, we will address registration refunds on a case-by-case basis.

    Please contact our professional development department ([email protected]) or call our NCTM Customer Care Team, Monday-Friday (8:30 AM-4:30 PM ET) at (800) 235-7566 or (703) 620-9840.

    In this two-day NCTM Interactive Institute—focusing on specific strategies that support students who are having difficulties in mathematics—you'll explore mathematics tasks that build students’ conceptual understanding to create a foundation for skill development.

    Featuring elementary and secondary content, both will emphasize sense making through number flexibility, number sense, and operation sense.
    You'll leave with classroom-ready, rich tasks that can be used directly with your students. 

    Elementary Topics include:                           

    Place Value
    Word Problem Solving
    Foundations of Operations
    Algorithm Development 

    Secondary Topics include:          

    Ratios and Proportions
    Expressions and Equations
    Geometric Transformations  

    When: January 22–23, 2024

    DoubleTree by Hilton Nashville Downtown  
    315 4th Avenue North 
    Nashville, TN, 37219 

    Grade level: 2–12 (Elementary and Secondary strand) 

    Attendees will: 

    • Review the structure and features of common multi-tiered systems such as Response to Intervention (Rtl).
    • Engage in tasks to support teaching concepts of number, algebra, and geometry at grades 2–12 for students with disabilities and those may need more time and different approaches.
    • Investigate foundational concepts and skills as part of learning progressions that support robust student understanding.
    • Explore instructional techniques that are evidence-based and enhance student achievement.  


    Elementary Strand 

    Karen Karp, Johns Hopkins University
    Delise Andrews, Lincoln Public Schools 

    Secondary Strand 

    Barbara Dougherty, Math Pathways, LLC 
    William DeLeeuw, Bringham Young University - Idaho