Multiplication Fact Fluency Series: More than Just the Basic Facts: Model, Monitor, and Master @ Hampton Inn Conference Center
Mar 20 @ 9:00 am
Multiplication Fact Fluency Series: More than Just the Basic Facts: Model, Monitor, and Master @ Hampton Inn Conference Center | Colchester | Vermont | United States

Instructor: Christian Courtemanche (Chittenden East District Math and Science Instructional Coach and longtime CVEDC presenter)

Dates:   March 20 and April 17, 2019  Time: 9:00 am – 3:00 pm  Coaches Corner: 3:00  – 4:00 pm    Location: Hampton Conference Center, Colchester, VT

Target Audience: Grades 2-6 educators, special educators, coaches and school/district-based teams

Mastery of multiplication facts is a key component for further work with larger numbers, fluency with division, and application to fractions and proportional reasoning. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy to fall back on when problems get more complex. How can we guide students toward fluency without fear or temporary shortcuts?

Over the two days, participants will focus on three areas for developing strong multiplication fact fluency that will last for years:

– Structure a routine for using 5-minute Number Talks that allow students to “discover” mental strategies for mastering facts
– Develop your own bank of Number Talks specifically tailored to multiplication fact mastery
– Connect various models for multiplication that both illustrate conceptual properties and help students visualize their mental strategies

– Incorporate a system for using quick formative assessment that provides individualized student feedback and targets specific instructional goals

– Compile a bank of powerful targeted games and instructional tools that support fact mastery
– Learn to match formative instruction with specific games
– Become familiar with math menu as a model for differentiating instruction

COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the approach to a more systematic implementation: incorporating these structures into data team PLC systems, creating a vision and timeline for school- /district-wide implementation, and supporting teachers who are just getting started.

* cost includes game materials (e.g. dice, cards, bingo chips) and meals for both days

FactFluency Series.19 Flyer
FactFluency Series.19 Flyer
532.3 KiB
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 24-27, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/3 and 11/5; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?


  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
Math Menuflyer.19
Math Menuflyer.19
398.3 KiB
Math Menu 2019 Syllabus
Math Menu 2019 Syllabus
69.3 KiB

Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

Proficiency-Based Learning: A Framework for Clarity & Equity @ South Burlington School District
Aug 5 – Aug 9 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 5 – 9, 2019   Time: 8:00 am – 3:00 pm

Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)


Target Audience: K- 12 Educators

Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.

Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers

PBL Framework Summer19
PBL Framework Summer19
354.8 KiB
Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Reading Aloud to Discover Author’s Craft @ CVEDC Offices
Aug 12 – Aug 16 all-day

Instructor: Hilary Kissel, M.Ed. and M.A.

Dates: August 12 – 16, 2019 Time: 8:30 am – 4:00 pm

Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers by Cyndi Giorgis and Frank Serafini and         

Learning Under the Influence of Language and Literature: Making the Most of Read-Alouds Across the Day by Lester Laminack and Reba M. Wadsworth

Target Audience: Grades 3-5 educators

Reading aloud to students often stops in the primary grades; but reading aloud is a powerful instructional tool for students in the upper elementary grades as well.  Through the lens of the read-aloud, participants will learn about the specific elements of author’s craft, ways to help students think and talk about them, how these elements build from grade 3 to grade 5, and various resources, both print and digital, for finding text to investigate author’s craft.   Both fiction and nonfiction will be discussed, and although the focus will be on the skills listed below, others may be included. Planning time for implementation of ideas in the classroom will be included in class time. Time will also be spent exploring the use of the read-aloud in grades 3-5, the importance of reading aloud to students in the intermediate grades, and how the read-aloud fits into the structure of the reading workshop and the school day.

Learning Outcomes:
1. Participants will become familiar with the reasons for, and research that supports, reading aloud to students.
2. Participants will become familiar with various types of read-alouds, including interactive read-alouds.
3. Participants will learn how to use picture books and novels to study author’s craft with students.
4. Participants will understand, and learn to facilitate, discussion and response to text about the following elements of author’s craft: form and organization, perspective, use of techniques to build suspense, and figurative language.
5. Participants will keep a reader’s notebook in which they will practice ways of responding to text.
6. Participants will build a 4 week plan for using read-alouds to explore author’s craft in their own classrooms which will include: specific read aloud lessons that facilitate discussion and response to text and help students build an understanding of author’s craft, a bibliography of read-aloud texts, a daily plan for using read-alouds, and a long-term plan for using read-alouds.

279.1 KiB
Syllabus-Reading Aloud To Discover Author's Craft
Syllabus-Reading Aloud To Discover Author's Craft
234.6 KiB
Hilary Kissel is a reading specialist, educator, and enthusiastic connoisseur of children’s literature who enjoys helping teachers to see the essential role that well-written children’s books play in reading and writing development read more
Universal Design for Learning: A Framework for Inclusion @ South Burlington School District
Aug 12 – Aug 16 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 12 – 16, 2019   Time: 8:00 am – 3:00 pm

Includes the book: UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms (Novak, K. (2016)


Target Audience: K- 12 Educators

Many schools are now turning to Universal Design for Learning (UDL) as a powerful framework for inclusion that also unifies important initiatives including but not limited to proficiency-based learning (PBL), social emotional learning (SEL), and a multi-tiered system of support (MTSS). Universal Design for Learning has been nationally recognized as best first instruction for all learners with its basic precept being to first remove barriers in learning environments before resorting to curriculum modifications and accommodations. UDL is a framework to advance equity because its research-based, learner-centered approach emphasizes engagement, access, and expression for all learners. But as a classroom teacher, where to begin? This course will provide teachers with a foundational understanding of UDL and actionable strategies for making their classrooms more inclusive. Course participants will deepen their understanding of UDL through course readings, professional dialogue, peer observations, and classroom practice.

Course participants will learn how to:

  • make meaningful connections between various school initiatives and the UDL brain-based guidelines
  • exhibit an understanding of how UDL strategies can improve outcomes for all learners
  • reexamine classroom norms & routines through an equity lens with an eye to engaging all learners
  • develop specific UDL classroom strategies for inclusion
  • improve learner agency through intentional strategies to foster expert learners
UDLflyer Summer19
UDLflyer Summer19
326.2 KiB
Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more