Longmeadow Public Schools Eyes on the Child - Learning

Longmeadow Learning
A newsletter of the Longmeadow Public
Schools highlighting the contributions of
our educators, students, and families
May 2014
Superintendents Corner
Dear Longmeadow Community:
This is truly a dynamic time to be in education as change is eminent.
Technology has proven to revolutionize schools as well as the world, as
communication is now global and information is at our fingertips; this time
also marks significant progress for Longmeadow Pubic Schools as we
address profound improvements for learning. Our focus still rests on literacy
skills and mathematical understandings, but much more complex learning is
now expected in a thirteen-year education. Attention needs to remain on the
academic, social and emotional well being of our students as well as the skill
set needed for success after graduation. Paramount to education is the
preparation of students for successfully entering the United States workforce
where the nation is confronting a severe shortage of workers in the STEM
(Science, Technology, Engineering and Math) fields. Behind the scenes, the
work at Longmeadow Public Schools is impressive as teams of teachers and
administrators address these challenges that change our curriculum and
practices in order to prepare students for this intriguing new world.
At the high school, the course selections and materials for next year reflect
many changes. For example, an electronic version of a math book will be
introduced at the high school as BYOD (Bring Your Own Device) also
begins thanks to our updated broadband. The study of the Chinese language
will be piloted through a virtual course where on-line learning will be
exclusively used.
(continued on page 2)
Visit our event website for more details at
www.longmeadow.k12.ma.us/ties
In this Issue
District
News
Teaching &
Learning
School
News
1
st
annual Technology in
Education Showcase to be
held at Longmeadow High
School
Independent reading bags
and Writers Notebooks
School happenings and
fundraising events
Dont Miss Our Technology in Education Showcase
on May 22
nd
at Longmeadow High School!
Superintendent Doyle congratulates 2014
Grinspoon Pioneer Valley Excellence in Teaching
Awardee Kathy Wells, Longmeadow High School
Statistics/Mathematics Teacher of 22 years.





4

In addition, more computer programming courses
will be present, expanding offerings from two to
four sections next year, including two Advanced
Placement courses. The Robotics and Engineering
course continues to grow, and the Robotics Club
offers a popular after school experience. Classes in
physics will be expanded at all levels in order to
increase student participation. The Advanced
Placement (AP) Environmental Science course also
continues to grow as sections are increased to
accommodate student demand. The core offerings
of Biology, Chemistry and Physics (including AP
offerings within these areas) remain in place as
well as a plethora of other courses such as Forensics,
Astronomy and Meteorology.
In the arts departments, inclusion of technology
into learning experiences continues. One-semester
offerings of Music Technology 1 & 2 have been
streamlined into the new-year long course Studio
Production and Composition. Digital Art and
Photography and AP (Advanced Placement) Digital Art
and Photography, both of which integrate numerous
aspects of digital drawing, film and video into the
curriculum, has been expanded. The Art
Department also embraces iPad usage into the
Drawing and Painting and Advanced Drawing courses.
The Business and Technology Departments also
are expanding opportunities for student learning.
In addition to offerings in Informational Technology
and Computer Information Management 1 & 2, the
Business Department is excited about the increased
student interest and course expansion in
Communications for the 21st Century, a hands-on
course taught in conjunction with LCTV staff.




The middle schools and elementary schools are also
embracing all that technology has to offer. Students
in the elementary schools will be able to choose
electronic books to read on the Chrome, iPad or
computer next year. Technology is utilized at both
levels to record students assessments and give
timely data so that teachers may adjust instruction to
meet the needs of students in literacy. The middle
schools also are teaching science in grade 8 through
an on-line version of Discovery Education where
students are interactive with their learning every day.
Thanks to the support from Longmeadow
Excellence in Education Foundation (LEEF), many
classrooms now have the tools needed so that we
can expand our curriculum to use web based sites
and materials.
Perhaps one of the most exciting projects right now
is our Technology In Education Showcase (TIES),
featured on May 22nd. Our goal is to share many of
the avenues where technology is used to enhance
education in our classrooms. Please do come to see
how education is evolving in Longmeadow as you
witness kindergarteners through twelfth graders
demonstrate how technology is revolutionizing their
learning experiences.
It takes a village to raise a child, and it takes a
dedicated community to fund for excellence in
education. Longmeadow is a special place where
education is valued and support is given to the
schools. We are most appreciative of the financial
backing given to us by LEEF and the Town, as this
funding has purchased the materials, including
technology, needed to bring education into the
twenty-first century. We do not take these gifts
lightly, and we thank the community for their
generosity. Thanks to the citizens, Longmeadow is
recognized nationally and throughout the State as a
stellar school district where children thrive; it is also
celebrated as a town where people love to live. We
hope that this first newsletter gives you special
insights into why Longmeadow is such a superb
educational and civic community.
Regards,
Superintendent Marie Doyle
Superintendent Doyle congratulates 2014 Grinspoon Pioneer Valley Excellence
in Teaching Awardees John Wills, Social Studies Teacher at Glenbrook Middle
School, and Valerie Fritz, Reading Specialist at Center School.
2014 Grinspoon New Teacher Pioneer Valley
Excellence in Teaching Awardee Julia Manna,
Grade Five Teacher at Center School
Longmeadow Public Schools
2





4

Inaugural TIES Event to be Held at Longmeadow
High School May 22
nd


1
The first annual Technology in
Education Showcase (TIES) will
take place on May 22
nd
from 6:00-
8:30pm at Longmeadow High
School. During this free event,
students and teachers will exhibit
interactive projects that highlight
technology-enhanced learning
across curricular areas and grade
levels. Algebraic Art, QR Codes for
Literacy Learning, Green Screen
Studio projects, and Math with
iPads are just a few of the
innovative and exciting
presentations slated for the event.
2
Visitors at the TIES event will learn
how technology enriches learning
and engage with teachers and
students as they share their projects.
TIES will highlight a sampling of
projects from all schools in the
district and include students ranging
from kindergarten to high school.
The event will provide the
Longmeadow community with first
hand knowledge of the unique
learning experiences made possible
in our classrooms by generous
community support of instructional
technology.
3
TIES visitors are encouraged to
bring personal devices
(smartphones, tablets, etc.) with a
QR code scanner app downloaded
to access in-depth information
about each showcase during self-
guided tours of the event. Further
details about the Technology in
Education Showcase can be found
at the event website at
www.longmeadow.k12.ma.us/ties.
5 4
May 2014 Longmeadow Public Schools
3





4

Longmeadow Launches
Response to Intervention
1
The Longmeadow Public Schools
will move to the next phase of
implementation for Response to
Intervention (RTI) this coming fall
in grades K-8. RTI is a tiered
system of support designed to meet
the needs of every child. Through
increasingly intense levels of
instruction in each of three distinct
tiers, educators diversify learning
approaches, administer appropriate
doses of intervention, and rapidly
respond to student needs in a
dynamic learning environment.
Tier I in an RTI model is
characterized by guaranteed
differentiated instruction for all
students. This level of
differentiation entails whole class
lessons, small-group instruction,
Response to Intervention (RTI) continues to take shape in grades
K-8. This tiered system of support will provide customized
learning solutions for every student.
2
and 1:1 conferring on a regular
basis. A balance of whole class,
small-group, and individual
instruction ensures that students are
exposed to broad common core
standards while simultaneously
receiving personalized instruction
to remediate, sustain, or extend
learning. Approximately 80% of
students will respond to Tier I
instruction and have their distinct
needs met within this tier.
For approximately 20% of students,
Tier I will not provide the volume
or intensity of support needed to
realize gains and fully engage with
learning. These students will
receive Tier II intervention, or an
additional dose of personalized
instruction to meet their needs. Tier
3
II intervention is
characterized by a distinct second
dose of intervention provided in
addition to, not instead of, Tier I
instruction. Tier II interventions
may be provided by classroom
teachers, literacy specialists, math
specialists, tutors, or other skilled
educators within the school.
For approximately 5% of students,
the presence of a learning disability
or other clearly defined need will
necessitate a third distinct dose of
intervention. This third dose,
known as Tier III, is characterized
by highly specialized instructional
strategies matched to a unique
4
learning challenge.
The multiple tiers of instruction and
intervention work in concert to
provide the student with a
comprehensive suite of support
strategies, personnel, and
differentiated learning tools to
ensure success. Students receiving
Tier II or Tier III interventions are
regularly monitored for progress to
ensure interventions are well-
5
matched, administered effectively,
and yielding anticipated outcomes.
Tier II interventions are typically
applied in 6-12 week intervals while
Tier III interventions may be long-
term.
A school-based RTI Team will
develop intervention plans for each
child receiving Tier II support. This
collaborative problem solving team
will analyze data, propose
6
interventions, and monitor success.
For students receiving Tier II and
Tier III support, the RTI Team will
collaborate with the school-based
Child Study Team (CST) to identify
interventions occurring in each
distinct tier.
RTI Teams will convene in the fall
and tiered intervention blocks will
be built into K-8 school schedules
for the 2014-2015 school year.
RTI provides personalized learning for students.
Longmeadow Public Schools May 2014
4
(continued from above right)





4

1
Lucy Calkins refers to independent
reading as the heart of our reading
work as it is the time in the day
when children orchestrate all they
know about reading within their
own just-right books (Calkins 2001).
In a balanced literacy framework,
our students are given the time to
read these just-right books
independently every day. Over the
last few months, elementary teachers
in Longmeadow have been hard at
work organizing independent
reading bags for their students so
that they can hold these special
books. However, managing these
book bags can be challenging. Both
skilled and novice teachers have
used many creative approaches to
independent reading bag
management in our classrooms.
Differentiating the Reading Bag
Most teachers have students keep
enough books in their reading bags
to keep them engaged in
independent reading for an extended
period of time. The volume of
books varies depending on the
students reading ability. Children
in grades K, 1, and 2 may have
approximately ten just-right books
selected from the classroom library.
By third grade, students are
2
beginning to read longer and more
complex texts. They will not need to
have as many just-right books in their
reading bags. In addition to the
book they are currently reading, they
have a book or two on deck,
enabling them to immediately begin
another one when ready or read
multiple texts simultaneously. Some
may be specific to the genre
emphasized in the unit of study while
others may represent favorite genres,
the next book in a series, or a book
recommended by a friend.
In addition to these just-right books,
the reading bags might also include
the following:
! A reading log to document books
read, dates started and finished,
and the number of pages read
! One or more short texts used
during small group instruction or
Readers Workshop mini lessons
! A Readers Notebook or Reader
Response Journal
! Copies of anchor charts
! A poetry journal that includes
poems and/or songs shared
during whole group instruction
! High frequency word cards
differentiated for the individual
! Magazines for children
! Guided reading books
! Copies of class favorites
! Reminder bookmarks with
comprehension strategies or
word level strategies
3
! Sticky notes,
highlighters, pencils, and other
tools used to talk back to texts

Storing Independent Reading Bags
There are several different ways to
store independent reading bags.
Some elementary teachers are
storing them on bookshelves or
counters. Others are hanging them
on the backs of chairs or housing
them in crates around the room.
Once a storage strategy has been
established, it is critical to model
and practice routines for accessing
and returning independent reading
bags. Efficient routines will enable
quick transitions to favorite
independent reading spots and
maximum use of independent
reading time.



The Nuts and Bolts of
Managing Independent
Reading Bags
Independent
reading bags provide
more than just-right
texts. These co-managed
collections of reading-inspired materials
reflect student choice, teacher-selected resources,
and personalized tools to engage each and every reader.
Longmeadow Public Schools May 2014
Longmeadow Literacy Coach Lynn
Adzima supports elementary teachers in
exploring effective literacy practices.
5





4

1
The primary goal of Writers
Workshop is to develop strong writers,
capable of communicating their
thoughts, opinions, and experiences
effectively and expressively. Our
district will be spending significant time
and energy on planning, preparing, and
implementing Writers Workshop units
of study and lessons to ensure these
goals are met. However, a secondary,
more esoteric goal of Writers
Workshop is to foster living writerly
lives among our students. As Lucy
Calkins describes in The Art of Teaching
Writing, someone who lives a writerly
life stops and notices everyday events
and images, both grand and the small.
Such an observer pays attention to the
world, takes note of and remembers
experiences and thoughts, and then
reflects upon and makes sense of them.
Such a thinker often writes about these
ideas, observations, and reflections,
sharing them in words and illustrations.
Someone who lives a writerly life
engages with the world with eyes and
mind wide-open sharing ideas, feelings,
and experiences with thoughtfulness
and voice.

One tool teachers have found useful in
helping students progress toward these
goals is use of the Writers Notebook.
The Writers Notebook, used primarily
in grades 3-5 but with some possible
modifications in grades K-2, becomes
the place where writers can record
observations, thoughts, feelings, and
reflections before they are incorporated
into longer pieces of writing.
Educational author Ralph Fletcher, a
well-known proponent of the Writers
Notebook, remembers an experience
from his childhood when he dug a
ditch in his backyard and found within
it a variety of insects and other creepy-
crawlies. He relates this experience to
keeping a Writers Notebook saying,
A Writers Notebook is like that ditch-
2
- an empty space you dig in your busy
life, a space that will fill up with all
sorts of fascinating little creatures. If
you dig it, they will come. Youll be
amazed by what you catch there. (A
Writers Notebook: Unlocking the Writer
Within You). A writer uses the Writers
Notebook to hold all those thoughts
and feelings, until they are needed in
future compositions.

Although there are no hard and fast
rules about using a Writers Notebook,
many classroom teachers agree on
some points. The Writers Notebook
should be a students own place for
thinking and recording experiences.
Usually students decorate their
Writers Notebook with photos,
stickers, and drawings reflecting their
own lives and eliciting memories to
inspire writing.

While teachers may read their
students Writers Notebooks, they do
not write comments in them. Such
interactions can be pursued verbally in
Writing Conferences or via sticky
notes.

The Writers Notebook is a place for
experimentation. Students may jot
their ideas quickly or try out various
craft techniques all within the safe
confines of their Writers Notebooks
before moving into actual drafts
writing pieces.

Many kinds of entries are often
made in Writers Notebooks.
Among the most common are
wonderings, questions,
memories, overheard
conversations, hopes and
dreams, lists of favorites,
photos and other artifacts,
observations, thoughts and
reflections, opinions,
images, descriptions, and
3
bits of free writing. Generally, these
are not diary-like entries, but rather
collections of thought.
Implementing a Writers Notebook
during launch of Writers Workshop
provides students the opportunity to
open the school year living a writerly
life. The Writers Notebook can then
be mined throughout the year as
students engage in a high volume of
independent writing across numerous
genres. Having this reservoir, or
treasure trove of ideas, lessens the
tendency some students may have to
say those commonly heard words I
dont know what to write about.
Moreover, when writers have a place
where they can experiment with their
words and thoughts, in what Ralph
Fletcher calls a safe incubator where
ideas can grow and develop, they are
more likely to write with fluency, skill
and expression.

In preparation for implementing a
Writers Notebook during launch in
September, teachers may wish to begin
creating a Writers Notebook of their
own to use as a model and guide for
their students in the fall. Supporting
resources include the following:

! A Writers Notebook: Unlocking the
Writer Within, Ralph Fletcher, 1996
! The Writing Fix Writers Notebook
http://corbettharrison.com/writers_
notebooks.html
! ReadWriteThink Starting a Writers
Notebook http://readwritethink.org






Writers Notebook: Treasure Trove for Authors
Longmeadow Public Schools May 2014
Longmeadow Literacy
Coach Charlene Griffin
supports elementary
teachers in exploring
effective literacy practices.
6





4



1
LHS Sport and Event Management
The Sport and Event Management class
hosted the annual LHS March Madness
this past March to raise funds for charitable
giving. Two special annual events were
again held in memory of high school
students Jimmy Formaggioni and George
Ginopoulos. A three-on-three basketball
tournament was held in Formaggionis
honor while a volleyball tournament was
held in Ginopouloss honor. Funds raised
during the events were donated to The
George Ginopoulos Scholarship fund, the
Diamond Club (supporting LHS baseball),
and to a Longmeadow family facing
extensive medical bills.
LHS Dress for Success
LHS student Lauren Padilla hosted a
fashion show in conjunction with Dress
for Success on Wednesday, April 16
th
at
the high school. Padilla designs her own
clothing and writes a weekly fashion
column for The Republican. Padillas
own designs were featured at the fashion
show along with donated items from
community members. Clothing featured
at the show will be donated to provide
interview attire for those seeking
employment who may be without access
to professional apparel.
Center School Helping Hands
Center School Helping Hands, a school-
wide community service program, made
4,331 sandwiches to date to feed the
hungry in surrounding communities. The
sandwiches, made by participating Center
School students, are delivered to the Loaves
and Fishes Kitchen in Springfield and the
Easthampton Community Center to feed
families in need. Center parent Amy
Nedwed is coordinating the effort and
meats, cheeses, and breads are donated by
participating Center School families.
Cloud-Based Learning at Center
Center School third graders used Google
Presentation to share their biography
projects with families this April. Using this
web-based collaborative presentation tool,
students worked together to read
biographies, discuss important
understandings, and track their thinking in
Google Presentation slides. Technology
Integration Specialist Laura Giuggio
provided instruction on use of Google
Presentation and assisted student teams as
2
their presentations took shape. The project
culminated the third grade genre study of
during which students learned the features
of biography through mini lessons, guided
reading, and independent reading.
Wolf Swamp Spreads the Word
The annual Spread the Word Book
Drive is underway at Wolf Swamp Road
School. In its 14
th
year, the book
donation program has collected and
distributed over 17,000 books to the
Springfield Public Schools. Principal
Neil Gile is confident the current drive
will raise an additional 1,000 books for
donation this year.
Wolf Swamp Publishes Field Guide
Students at Wolf Swamp Road recently
published their Wolf Swamp Road Field
Guide. Working with a naturalist from
the Hitchcock Center of Amherst,
students in grades K-5 identified and
documented plant species found on the
school campus. The field guide also
includes student diagrams, information
about each species, and original poetry.
The free field guide is available on
iTunes.
Glenbrook Bulldog Dash
Glenbrook hosted the annual Bulldog Dash
5K Road Race and 2 Mile Walk on April
12
th
, with a turnout of 110 runners and
walkers. This fundraiser, supporting the
Glenbrook PAC, generated $2,987.
Blueberry Principal Honored
Marie Pratt, principal of Blueberry
Elementary School, was named Principal
of the Year in the Commonwealth.
Commissioner of Education Mitchell
Chester bestowed the Thomas C.
Passios Outstanding Principal Award to
Principal Pratt at the MESPA Spring
Conference on April 7
th
at a special
banquet. Jennifer Chapin, MESPA Vice
President, presiding over the ceremony
remarked, Maries life is education. She
brings exceptional leadership to her
building and community. The annual
award is presented to a principal
demonstrating exceptional leadership,
dedication, professionalism, and
altruism. Awardees represent the
principals of the Commonwealth in the
National Distinguished Principal
Program.

School News
Williams Hosts
Boston Strong Day
Boston Strong Day was held at
Williams Middle School on
Thursday, April 17. This event,
sponsored by the Student
Council, honored those affected
by the 2013 bombing at the
Boston Marathon. Williams
students wore Boston-themed
clothing to show support for
victims and their families. The
Student Council sponsors a
monthly spirit day at the school
to foster community and
awareness.
Longmeadow Public Schools May 2014
7





4

LHS Programmers to
Compete May 13
th

On Tuesday, May 13, 2014, eight
Longmeadow High School
students will compete in Western
New England Universitys 30
th

annual Invitational High School
Computer Programming Contest.
Two teams of four will compete
including students Caroline
Bialas, Manon Blackman, Sam
Bray, Andrew Desrochers, Dan
Fein, Griffin Nelson, Jimmy
ODonnell, and Rajesh Susai.
Teams are comprised of students
from the LHS AP Computer
Science class and supported by
teacher Jennifer Daly.
Competing teams from local high
schools work together to solve six
programming problems using
C++, Java, Visual Basic, QBasic,
and Python. The team correctly
solving all problems in the shortest
time is deemed competition
winner. In 2013, two LHS teams
participated, placing 3
rd
and 7
th

out of 15 total teams.

Developing District
Determined Measures
(DDMs)
The educator evaluation landscape has
changed dramatically in recent years
throughout the nation. Longmeadow is
responding to state guidelines around
evaluation in a measured and
collaborative way.
In 2011, the Board of Elementary and
Secondary Education for the
Commonwealth adopted new
regulations governing evaluation of
educators throughout the state. The
purpose of these regulations includes
promoting educator development,
emphasizing student learning, setting
high expectations, and recognizing
excellence among practitioners. The
regulations incorporate the following
three methods as a basis for
determining educator efficacy:
Evaluator observations
Educator artifacts
Multiple measures of student
learning and growth
This third component entails collection
and analysis of student data, including
MCAS where appropriate, to
determine an educators impact on
student learning and comes into effect
during the 2014-2015 school year.
Regulations require districts to locally
identify two measures, termed District
Determined Measures (DDMs) by the
Department of Elementary and
Secondary Education (DESE), for each
educator. Measures must demonstrate
the level of student growth resulting
from instruction in the educators
classroom.
AP Computer Science Teacher
Jennifer Daly leads LHS students in
search of WNEU programming title.
For approximately 16% of the
states educators, MCAS will count
as one of the two measures.
In response to state regulations,
Longmeadow is nearing completion
in the process of identifying two
DDMs for each educator. In grades
6-8, departments worked
collaboratively to develop DDMs
aligned with educator goals and
student needs by subject area and
grade level. High school educators
in grades 9-12 worked to create
DDMs by course. Developing
DDMs specific to each course will
ensure that assessments are
explicitly aligned with course goals,
ensuring no redundancy for
students and enabling purposeful
data strategically connected to
course goals.
DDMs vary in form and content
throughout grades 6-12 based on
the nature of course content. Some
DDMs are performance-based,
requiring students to actively
demonstrate skills, strategies, or
understandings. Other DDMs take
on traditional formats such as
multiple choice response, short
answer, open response, or essay.
Examples of DDMs identified
throughout the state can be viewed
on the DESE website at
http://www.doe.mass.edu/edeval/
ddm/.
Elementary DDMs will be
determined following a survey of
elementary teachers in the coming
months. As educators in grades K-5
are in the midst of implementation
for Response to Intervention, the
Educator Evaluation Task Force
coordinating local bargaining of
educator evaluation tools
recognizes the critical need for
input by K-5 educators as a whole
on the DDM selection process.
Longmeadow Public Schools May 2014
8





4


Extending Math
Learning
Opportunities
Readers and Writers Workshop
involves deliberate development of
daily routines for readers and writers.
Building predictable routines is just as
critical for students in mathematics.
Math routines are essential
components in a school day. Activities
such as spiral review, math facts, and
Problem of the Day provide students
with a chance to review previously
taught concepts, practice mental
mathematics strategies, and preview
new concepts. The routines associated
with Investigations, a math program
used throughout the district and
developed by TERC based on over two
decades of research in mathematics
learning, are meant to take place in a
10 to 15 minute time period outside of
the regular math block. This gives
teachers flexibility to incorporate
mathematics applications throughout
the day. Longmeadow elementary
teachers are routinely and skillfully
building in these mathematics
experiences throughout the course of a
school day.
The beginning or end of a lesson is
often an opportune time for short math
videos or math fact songs. In addition,
the time during which a teacher takes
care of housekeeping activities, such
as lunch count and attendance, can
be used for meaningful morning
work. During this time, students can
visit centers set up around the room
that provide review or challenge
experiences. These centers can be
rotated throughout a unit or over the
course of a year. Brainteasers and
puzzles can also be incorporated into
morning work. These puzzles help
stretch student thinking and often
provide opportunities for students to
collaborate with partners or small
groups. Morning Meeting is another
ideal opportunity for math routines. A
Math Message and games like
Guess My Number and I Have...Who
Has? are engaging ways to start the
day. Calendar routines also provide
opportunities to review date, time, and
weather applications for mathematics
concepts. The key to these extended
experiences is authentic application of
skills and strategies in everyday
conversations, observations, and
problem-solving tasks.
When it comes to problem
solving, it is crucial for students
to persevere and maintain
flexibility in thinking. Posing a
Problem of the Day on the board
or in individual mathematics
journals/folders serves as a way
to spur student thinking. If
pressed for time, one problem or
task could be tackled over the
course of several days. Multiple
components of a problem might
entail students working
independently at first then
pairing with a classmate for
more complex development of
thinking throughout the
remaining components of the
problem. Additional time can
also be provided for students to
represent their solutions in novel
ways through use of
manipulatives, technology,
drawing, writing, or discussion.
Student
journals or folders may
be used to anchor future problem
solving activities and can provide
important assessment data
around student thinking,
stamina, and strategy
application.
Time is at a premium in
our school days.
Longmeadow educators
take advantage of every
minute by extending
learning opportunities and
building excitement around
problem solving as they
develop mathematical
thinkers.



Longmeadow Math Coach Sasha
Aldridge supports elementary
teachers in exploring effective
math practices.
Longmeadow Public Schools May 2014
9