Participants will learn how to apply research proven strategies that will provide real-time feedback to assess student learning to inform teachers about their students’ progress in learning. Participants will takeaway strategies for checking for understanding before, during, and after class, verbally, in writing, and through physical movements describing how to engage students in learning activities to reinforce what they know and are able to do.
Participants will learn how to apply research proven strategies that will provide real-time feedback to assess student learning to inform teachers about their students’ progress in learning. Participants will takeaway strategies for checking for understanding before, during, and after class, verbally, in writing, and through physical movements describing how to engage students in learning activities to reinforce what they know and are able to do.
Participants will learn how to apply research proven strategies that will provide real-time feedback to assess student learning to inform teachers about their students’ progress in learning. Participants will takeaway strategies for checking for understanding before, during, and after class, verbally, in writing, and through physical movements describing how to engage students in learning activities to reinforce what they know and are able to do.
In this two-day session, elementary educators will engage in collaborative, inquiry-based Professional Learning Communities (PLCs). Together, participants will explore what it truly means for students to learn mathematics at a deep and meaningful level, working toward shared clarity around the most essential learning within and across grade levels. This experience centers teacher expertise, dialogue, and collective sense-making as educators reflect on their current practices and consider how greater alignment can strengthen instruction and student outcomes. Participants will leave with a deeper understanding of how collaborative processes can support coherent, high-quality mathematics learning for all students.
Tim Davidson is an instructional specialist for the MSD of Pike Township. He has spent nearly 30 years as a mathematics specialist working with teachers across the district and state.
Building a structured writing classroom while implementing Savvas can feel overwhelming — this session helps teachers do both. Learn practical routines and procedures that establish an independent writing culture, free up time within the Savvas framework, and build the stamina students need for extended tasks like district-wide writing prompts aligned to Indiana’s Academic Standards.
As a literacy consultant with Smekens Education, Didi Harris partners with educators to strengthen reading and writing instruction through practical, evidence-based strategies. Drawing on her experience as a classroom teacher, interventionist, and reading specialist, she helps teachers... Read More →
In this two-day session, elementary educators will engage in collaborative, inquiry-based Professional Learning Communities (PLCs). Together, participants will explore what it truly means for students to learn mathematics at a deep and meaningful level, working toward shared clarity around the most essential learning within and across grade levels. This experience centers teacher expertise, dialogue, and collective sense-making as educators reflect on their current practices and consider how greater alignment can strengthen instruction and student outcomes. Participants will leave with a deeper understanding of how collaborative processes can support coherent, high-quality mathematics learning for all students.
Tim Davidson is an instructional specialist for the MSD of Pike Township. He has spent nearly 30 years as a mathematics specialist working with teachers across the district and state.
