What’s New?

3 Graduate Credits: Saint Michael’s College
Dates and Times: All participants: July 20, 21, August 10, 11, 8:00 am – 3:00 pm, & Ongoing asynchronous discussion
Contact Hours: 45
Intended Audience: Elementary, Middle, and High School Teachers of Mathematics
Location: PLL Offices, Montpelier, VT
Instructors: Patty Kelly, M.Ed., and Glenn Patterson
Cost: $1765.00 including 3 Graduate Credits / $900.00 without Graduate Credits

Description:

This graduate-level professional learning course engages educators and school leaders in a deep study of The Math Pact as a framework for developing coherent, equitable, and research-based mathematics systems across classrooms, schools, and districts. Through collaborative inquiry, systems analysis, and application-based design work, participants will examine how instructional coherence, shared mathematical language, aligned representations, and intentional systems leadership improve student learning outcomes.

Participants will analyze current mathematics structures in their own contexts and create actionable implementation plans to strengthen mathematics coherence through the development or refinement of a Mathematics Whole-School Agreement (MWSA).

Course Goals:

By the end of this course, participants will be able to:

1. Critically analyze systemic factors that contribute to incoherence in mathematics instruction.
2. Articulate the principles and structures of an effective Mathematics Whole-School Agreement.
3. Evaluate the impact of language, notation, representations, and instructional practices on mathematical understanding.
4. Conduct a systems-level audit of mathematics practices within their educational context.
5. Facilitate stakeholder conversations about coherence and mathematics improvement.
6. Design an implementation-ready Mathematics Coherence Action Plan grounded in the participant’s local context.

Required Texts:

Karp, K. S., Bush, S. B., & Dougherty, B. J. (2021). The Math Pact: Achieving instructional coherence within and across grades. Corwin Press, Inc. *

Access to district curriculum and district resources such as: curriculum materials, assessment tools, intervention resources, scope-and-sequence documents, district guidance documents, professional learning materials, family communication artifacts, meeting agendas or PLC structures, observation notes (if available), publicly available school/district materials, teacher interviews or collaborative discussions, student-facing materials, scheduling structures, MTSS/RTI systems, policy documents, coaching tools, instructional expectations documents.

*Note: There are Elementary, Middle School, and High School versions of this text – select the version that fits your context best.

Bio: Patty Kelly

Patty Kelly is an instructional systems leader with more than 18 years of experience supporting curriculum adoption, assessment design, professional learning, and implementation across schools and districts. She currently serves as District Math Coordinator for Mountain Views Supervisory Union, where she leads districtwide professional learning, assessment frameworks, data team structures, instructional resource adoption, and coaching for administrators and educators. Patty also contributes to state and national education work as a math coach consultant with Partnerships for Literacy and Learning, a consultant reviewer with Rivet Education, and a curriculum facilitator/writer/reviewer with EdReports. Her expertise includes data-informed improvement, MTSS structures, adult learning design, high-quality instructional materials, and sustainable systems change. She is a doctoral candidate in Educational Leadership at Southern New Hampshire University and holds graduate degrees in Curriculum and Instruction from the University of Vermont and Elementary Education from SUNY Potsdam.

Bio: Glenn Alloway Patterson

Glenn Alloway Patterson is an experienced special educator, math consultant, lecturer, and professional learning facilitator with a strong background in special education, mathematics instruction, and inclusive systems of support. She is currently a Lecturer in the University of Vermont’s Department of Education, Special Education, where she teaches and mentors across elementary, early childhood, and special education programs. Glenn has also held leadership and consulting roles with All Learners Network, the I-Team of Vermont, the Vermont Agency of Education, and the Burlington School District, supporting educators and students through embedded professional development, specialized instruction, and services for students with complex learning needs. Her expertise includes special education case management, mathematics intervention, teacher preparation, online professional learning design, and support for students with emotional, behavioral, and complex learning needs. She holds multiple graduate degrees from the University of Vermont and Saint Michael’s College and is pursuing an Ed.D. in Educational Leadership and Policy Studies at the University of Vermont. is an experienced special educator, math consultant, lecturer, and professional learning facilitator with a strong background in special education, mathematics instruction, and inclusive systems of support. She is currently a Lecturer in the University of Vermont’s Department of Education, Special Education, where she teaches and mentors across elementary, early childhood, and special education programs. Glenn has also held leadership and consulting roles with All Learners Network, the I-Team of Vermont, the Vermont Agency of Education, and the Burlington School District, supporting educators and students through embedded professional development, specialized instruction, and services for students with complex learning needs. Her expertise includes special education case management, mathematics intervention, teacher preparation, online professional learning design, and support for students with emotional, behavioral, and complex learning needs. She holds multiple graduate degrees from the University of Vermont and Saint Michael’s College and is pursuing an Ed.D. in Educational Leadership and Policy Studies at the University of Vermont.

Date: September 30, 2026
Time: 8:30 – 3:00
Location: Hampton Inn, Colchester, VT
Cost: $295.00
Presenter: Graham Fletcher, Ed.S
Target Audience: K-5 teachers, interventionists, coaches, administrators
Includes: Continental Breakfast and Full Lunch

Workshop Session Description:

As more mathematics teachers look to add high-yield tasks to their repertoire, the struggle to make it all work becomes real. Let’s examine how problem-based lessons can be used throughout a unit and how we can harness their power to advance student thinking. We’ll identify strategies and explore tasks to help us find a healthy balance among application, conceptual understanding, and procedural fluency.

Through the lens of mathematical learning progressions, participants will explore how students develop their understanding over time and how instruction can be intentionally designed to advance their thinking. Together, we’ll examine common challenges in teaching and learning mathematics and consider practical ways to support student reasoning, strengthen mathematical discourse, and build connections across concepts and grade levels. Educators will leave with actionable strategies, rich tasks, and a deeper understanding of how problem-based learning can help students develop lasting mathematical understanding.

Grade Band Sessions and Domains

• Grades K-5 Operations and Algebraic Thinking, and Numbers and Operations in Base Ten

Bio: Graham Fletcher

Graham Fletcher is a mathematics educator, consultant, and professional learning facilitator whose work focuses on building conceptual understanding in elementary mathematics. He has served as a classroom teacher, math instructional lead, and math specialist, and is widely known for his work with math progressions, problem-based lessons, and fluency development. Graham presents throughout North America and beyond, supporting teachers and students through engaging tasks, purposeful practice, and practical tools that strengthen mathematics instruction. He is also a coauthor of Building Fact Fluency: A Toolkit for Addition and Subtraction.

3 graduate credits: Saint Michael’s College
Dates: September 30 – November 18, 2026
Contact Hours: 45
Intended audience: primary through secondary educators
Location: Online
Instructor: Jim Calhoun, Ph.D
Cost: $1765.00 including 3 Graduate Credits / $900.00 without Graduate Credits

Course Duration:

8 Weeks
4 virtual/synchronous: Sept. 30, Oct. 14, 28, Nov. 18 – all 6:00 – 8:45 pm
4 asynchronous

Course Description:

This course explores the intersection between executive function (EF) skills and reading comprehension. Students will examine how EF processes—including working memory, cognitive flexibility, inhibition/attention, shifting cognitive set, goal-setting, and self-monitoring—impact reading and learning. The course blends theory with practical strategies for assessment and instruction, equipping participants to support struggling readers and promote strategic comprehension in all learners.

Course Objectives:

By the end of this course, participants will be able to:

1. Define and describe the components of executive function.
2. Analyze how executive function affects reading comprehension processes.
3. Identify signs of executive dysfunction in literacy tasks.
4. Identify interventions that strengthen EF skills to improve comprehension.
5. Implement strategies for promoting goal setting, metacognition, and reading self-regulation.
6. Integrate EF assessment tools into literacy instruction.

Required Texts and Materials:

Reading:

• Meltzer, L. (2010). Promoting Executive Function in the Classroom.
• Cartwright, K. (2023). Executive Skills and Reading Comprehension
• Duke, N. & Cartwright, K. (2021). The Science of Reading: Supporting Early Literacy.

Supplemental Readings:

• Peer-reviewed articles and handouts (provided as needed)
• Executive Function strategy guides (e.g., Harvard EF Toolkit)

Bio: James A. Calhoun, PhD.

Jim Calhoun is a licensed school psychologist and developmental psychologist with over 25 years of experience helping children and adolescents thrive academically, socially, and emotionally. He has extensive expertise in supporting students’ executive functioning, self-regulation, and literacy skills, working with learners from preschool through high school. As School Psychologist for the Lamoille South Supervisory Union since 1998, he provides assessments, counseling, behavioral consultation, and guidance to teachers and families, while also mentoring graduate interns. Dr. Calhoun has led autism training programs, taught graduate-level courses, and presented widely on executive function, social-emotional learning, literacy interventions, and trauma-informed practices. Passionate about creating inclusive, supportive learning environments, he is an active member of state and national professional organizations committed to advancing the success of all students.