Professional+Development+Agenda

Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents “Learner-Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities. CGONZAL1@HOUSTONISD.ORG |||||||||| Presentation Date:  Tentatively, April 21, 2010 || Nestor Londono |||||| Location: Lyons Elementary Library 800 Roxella Houston, TX 77076 Phone: (713) 696-2870 || Start Time: 3:30 PM || Providing a Foundation for Algebra and Beyond || The opening activity reviews The National Math Panel’s findings and engages participants in reflection regarding observed student performance and national goals. The activity also promotes consensus among participants regarding the need to examine student achievement data, along with the national recommendations, more closely in order to gauge students’ preparation for continued growth in mathematics. |||||||| Consistently outstanding TAKS results have earned Lyons recognition as an exemplary campus for the past several years. Passing rates in all subject areas, including math, have exceeded district and state levels. However, the Campus Improvement Committee has identified (in the CIP for 2009-2010) mathematics as an area needing additional attention and resources. National data shows that students experience a decline in math achievement levels as they advance from the elementary to the middle and high school grades. //Foundations for Success: The Final Report of The National Mathematics Advisory Panel // (2008) recommends three mathematics practices (preparation for algebra, comprehensive instruction, and a mastery framework), along with grade-level benchmarks to help educators improve the long-range effectiveness of mathematics instruction. At least one week prior to the start date of this staff development session, participants will have received //The Final Report of The National Mathematics Advisory Panel //// via email, along with the URL for the U.S. Department of Education’s website, ////Doing What Works in Mathematics Education ////. In the email, participants will have been instructed to review the report and peruse the website in preparation for this meeting. // After viewing a multimedia presentation on the findings of The National Math Panel regarding critical foundations for algebra, participants reflect on their students' progress toward the grade-level benchmarks and share these reflections with a colleague at a different grade level. __Resources __<span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">: multimedia presentation <span style="font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400; msobidifontsize: 11.0pt; msobidilanguage: #0400; msofareastfontfamily: SimSun;"> [] <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">visual diagram, Critical Foundations for Algebra (PDF) <span style="font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> [|http:dww.edu.gov/topic/topic_landing.cfm?PA_ID=8&T_ID=20&Tab=1] <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">The U.S. Department of Education’s website, <span style="color: windowtext; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Doing What Works in Mathematics Education <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; msofareastfontfamily: SimSun;">[] <span style="color: windowtext; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Foundations for Success: The Final Report of The National Mathematics Advisory Panel <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">(PDF) [] <span style="color: windowtext; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">*Resource URLs will be emailed to faculty and staff in advance of the session start date. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. The facilitator supplies library tables with paper, pencils, handouts, and planning templates. In addition, each table is supplied with a basket of fruit, granola bars, and containers of juice and water. 2. The facilitator seats participants at tables grouped by grade level, with special education team members distributed among these. 3. The facilitator greets participants and introduces focus for the session. The sign-in sheet is passed around during introduction. 3. Participants view the multi-media presentation. 4. Participants reflect on their students' progress toward math foundation benchmarks, listing at least one area of strength and one area of weakness. Participants label reflections by grade level, but names are unnecessary. 5. Participants exchange written reflections with colleagues from different tables. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Table arrangements and seating of participants occurs 10-15 minutes prior to session start time.
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 11pt; msobidifontsize: 18.5pt;">Professional Development Agenda **
 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Session Purpose: **<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Participants will begin examining alignment of campus support for mathematics instruction with national recommendations in order to strengthen students’ foundation for successful mathematical learning beyond the elementary grades. Work toward this goal will continue within grade-level team meetings and through future campus faculty meetings and staff development sessions. ** ||
 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Learning Objective to Be Addressed: <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">By analyzing and comparing **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">data across grade levels from various measures of student achievement (TAKS, other standardized tests, and local assessments) and examining recommendations from The National Mathematics Advisory Panel's 2008 report, participants will discover ways of improving teaching strategies and campus policies that will enhance mathematics instruction, an area identified in Lyon’s CIP (2009-2010) as requiring increased focus. ** ||
 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Approving Principal: <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> Cecilia Gonzales, Lyons Elementary, HISD
 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Grade Level:
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">The session will address mathematics instruction in K-Grade 5, with emphasis on Grades 3-5 for improvement of TAKS results. ** || <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Facilitator:
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">8:00 AM ** |||| <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">End-Time:
 * <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Learner-Centered Activity || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Purpose |||||||| <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Description |||||| <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Steps || <span style="color: windowtext; display: block; font-style: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Estimated Time ||
 * <span style="color: black; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Introduction and Session Focus:
 * <span style="color: black; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Introduction and Session Focus:

Presentation runs five minutes, but the last minute may be cut as it directs viewers to resources on the website which participants will have visited prior to the session. Composing and exchanging reflections requires approximately five minutes,

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> Total: 45 min. || How Do We View Math Progress at Lyons? || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Sharing reflections allows participants to assess collective perceptions. The diversity of responses confirms consensus that data is needed to provide a more complete picture of students’ math foundation. |||||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">After reading reflections of colleagues from different grade levels, participants (one per grade level team) share their reactions with the whole session group. Though time does not allow vocal participation of all members, all are instructed to record comments or questions for discussion in grade-level team meetings. Grade-level team leaders will collect these response pages. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. Participants read reflections. 2. Representatives from each grade-level team share reactions. 3. Participants record additional comments and questions. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Sharing of reactions takes no more than five minutes. Reading and recording additional responses may overlap with the prior and following activities.
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Transitional Activity:

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Total: 30 min. || Revealing Variation in Achievement and Areas of Weakness Among Groups by Grade-Level || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Data analysis requires participants find concrete evidence that may support or conflict with daily observations regarding students’ progress. |||||||| Teams for Grades 1-3 review previously prepared analysis of AEIS data (2007/2008) and TAKS results for 2009, noting yearly fluctuations and differences in passing rates among subgroups. Using TAKS item analysis documents (or item analysis data from locally administered TAKS format assessments), teams also identify objectives associated with most frequently missed items. Team members work cooperatively to fill out a chart listing percentage point passing rate differences among subgroups and ranking specific math objectives (from highest to lowest) in terms of incorrect responses. Teams for Grades K-2 analyze math data from the Stanford 10 achievement test and other local, grade-appropriate assessments which measure the TAKS identified objectives. Team members will work cooperatively to chart available data (subgroup data may be less extensive) as described above. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. Team leaders delegate data analysis and charting tasks among members. 2. Teams review and analyze data from multiple sources. 3. Teams chart data as directed. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Since most data analysis from AEIS and the 2009 TAKS has been previously prepared by the Campus Improvement Committee in preparing the CIP, analysis of supplementary data and charting will take no more than 10 minutes.
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Data Analysis:

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Total: 60 min. || Comparing Achievement Across Grade-Levels || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Comparing data across grade-levels helps participants see campus-wide patterns of student achievement as well as deficits. |||||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Representatives from each grade-level team present findings to session participants. The facilitator or a participant records the most significant findings from each group on a whiteboard or overhead projector (as best suits room arrangement or facility). Once the presentation of data is complete, members of each grade-level team contribute to a summary of major concerns, which the facilitator records for viewing (see methods above). The facilitator collects data charts to copy, compile, and distribute to participants via email after the close of the session. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. Representatives present findings. 2. The facilitator records significant findings. 3. Participants summarize major concerns. 4. The facilitator or a participant collects data charts. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Presentations and summarization will take approximately five minutes each.
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Data Integration:

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">

Total: 10 min. || Examining Alignment of Campus Mathematics Support with National Recommend-ations || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">This activity will build motivation and establish expectations for participation in the extended project. The results of the alignment examination project will generate topics for future staff development as well as help participants work toward closer campus alignment with national recommendations for math instruction. |||||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Despite Lyons’ overall exemplary performance, data analysis reveals areas of concern in mathematics achievement, particularly among certain populations (special education and limited English proficiency students) and students who have previously failed the math section of TAKS. Aligning Lyons’ curriculum and mathematics support structure with the recommendations of The National Math Panel’s 2008 report will help close achievement gaps and ensure that all students are prepared for continued growth in mathematics. On their website <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Doing What Works in Math and Science Education <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">, the U.S. Department of Education provides resources and planning guides to help schools implement these recommendations. As an extended project, grade-level teams (during their designated meeting times) will use the <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> to identify supports and instructional strategies that are already in place and those that need further development. Teams will report their findings during the second scheduled faculty meeting after the holiday break. Team input from the planning template will not only suggest ways to achieve better alignment with national recommendations, but also generate ideas for future staff development. <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">*Since planning templates will be completed in grade-level teams, participants will initial their individual contributions and be able to discuss or explain their ideas during future meetings. __<span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Resources __<span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">: <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> (PDF) <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; msofareastfontfamily: SimSun;">[] <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> As they work through this activity, participants should return to the Doing <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> What Works in Math and Science Education <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;"> website to find helpful links to resources and record these on the planning template. []
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Guidelines for Extended Project:

2. The facilitator guides brief discussion of the “Areas of School Responsibility” identified on the planning template and shares examples of types of information participants should record. 3. Grade-level teams discuss briefly among themselves tentative strategies for completing the project within group planning periods. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">The facilitator’s guided discussion and brief team discussions will take a total of eight minutes.
 * <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Though copies of the planning template will be provided during the session, all resource URLs will be emailed (again) to faculty and staff with evaluation forms. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. The facilitator explains the rational and instructions for the extended project.

Preparation for Follow-up || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Participants will be notified to expect session evaluations in email and that they are due before the holiday break. |||||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Session evaluations will be distributed to participants via email. Participants will type in evaluation responses and print copies. Most items require responses on a continuum (strongly agree to strongly disagree). Two items require an open-ended response, with an additional space for optional comments. Grade-level team leaders will collect evaluations before the holiday break begins (3:00 PM, December 23, 2009). The campus math specialist and the principal will review evaluations and use feedback to improve the effectiveness of future math staff development sessions.
 * Total: 8 min. ** ||
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; msobidifontfamily: Arial; msobidifontsize: 11.0pt; msobidilanguage: #0400; text-align: center;">Closing:

The first email will inform participants that they may expect two to three follow-up evaluations as the extended alignment project progresses. |||||| <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">1. The facilitator will thank participants for their attention and contributions during the session and encourage them to bring their completed planning templates and fresh ideas to the next meeting.

2. The facilitator informs participants of evaluation method. || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">Since detailed evaluation instructions are provided in email, the meeting closing should take no more than two minutes.

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">

Total: 2 min. ||

<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-bidi-font-size: 18.5pt;">Staff Development Agenda Reflection Explain in a paragraph how your proposed staff development agenda reflects learner-centered principles. You do not have to address all learner-centered principles. Type your responses in the expandable boxes.

Explain in one paragraph how the components of the TEA learning system are reflected in your proposed staff development agenda. You do not have to address all components. My staff development session addresses each of the components of the TEA learning system (to varying degrees) in order to help Lyons’ faculty and staff close achievement gaps and provide a stronger foundation for their students’ growth in mathematics beyond elementary school. Consideration of the first component, learning goals (or the TEKS), drives efforts for improvement. Participants reflect on how students’ mastery levels for these learning goals correspond to national recommendations. Another TEA learning system component, measurement, is just as crucial to the session’s decision making process. The TAKS (the TEA’s primary instrument for measuring the success of schools) provides a major data source for comparing levels of mastery among student groups and grade levels from year to year. The extended alignment project introduced in the session aims to eliminate deficits and ensure long-term achievement by requiring participants to examine multiple aspects of the school’s framework for mathematics learning, all of which represent other TEA learning system components: the curriculum resources, the instructional strategies, and administrative support and policies. The tool participants will use ( <span style="color: windowtext; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">//National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools// <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-language: #0400;">) identifies eight areas of school responsibility that incorporate each of these TEA learning system components. Finally, this staff development session supports ongoing professional development, which is also an important component of the TEA learning system. In addition to initiating a systematic quest for improving the effectiveness of all aspects of math teaching and learning at Lyons Elementary, the extended project is designed to generate future session topics and ideas for ongoing faculty and staff training.

Describe in one paragraph how you will create a positive environment for the staff development session. By providing reading material (The National Math Panel’s report) and links to the //Doing What Works in Mathematics Education// website in advance of the session date, participants will feel more comfortable and prepared to contribute.