Math has been called the universal language. More than any other subject, math skills are the top predictor for student success. But with lengthy word problems and other language-heavy instructional methods, how can English learners have the same access to this essential and universal language? And it doesn’t end in the classroom—providing equal access to math success for ELs includes considering their learning needs at home. What does it look like to support students throughout the entire student ecosystem?

This approach starts in the classroom, but that is just the beginning. When we create a true student-centered approach, where students are the ones actively driving the learning process, everything else can build on that success. In this session, we’ll discuss what is working through instructional practices, supporting teacher development, supporting families, and engaging the community.

This edWebinar will be of interest to PreK-8 teachers, school and district leaders, education technology leaders, and educators and leaders involved with English learners, bilingual learners, and math. There will be time for questions at the end of the presentation.

About the Presenters

Diana Ceja is an administrator with the Riverside County Office of Education specializing in TK-12 curriculum, instruction, and formative assessment with an emphasis on mathematics, equity, and social and racial justice. She has been the president of the California Mathematics Council — Southern Section and is the immediate past president of TODOS: Mathematics for All, an international mathematics education and equity-based professional organization. She is currently the communication director for TODOS.

Karon Akins is an administrator with the Riverside County Office of Education specializing in TK-12 curriculum, instruction, and formative assessment with an emphasis on mathematics, equity, and Universal Design for Learning (UDL). Karon has 16 years of experience in teaching (fourth through algebra and geometry) and administration. Karon believes we need massive shifts in how we teach and learn mathematics, what we value in education, and the data we use to drive change.

Twana Young is Vice President of Curriculum and Instruction at MIND, where she leads the overall vision, strategy, and execution for curriculum materials, resources, and professional learning across MIND’s suite of products. She also holds a leadership role in MIND’s co-design group, MEND — Math Equity in Design. MEND is a community of people who have worked with students of color, have been students of color, or are teachers of color. They are co-architects in designing culturally relevant math curricula that connect with all students. Twana is a former classroom teacher, district curriculum specialist, and district curriculum director for math, science, and instructional technology with over 20 years of experience in education. She has been a leader in improving schools at the local, state, and national levels: developing and implementing curricula, assessments, coaching programs, STEM learning pathways, and professional development training for teachers.

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Time: 4:30 pm — 5:30 pm EST

Free!

Registration