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Antje Harnisch Interim Executive Director Office for Sponsored Programs. WITNESSETH WHEREAS a team from Connecticut was accepted into Georgetown University s 2011 Certificate Program for Public Leaders hereinafter the Program at the Center for Juvenile Justice Reform hereinafter CJJR that focuses on improving outcomes for crossover youth by improving multi-systems integration and collaboration among public agencies and other partners and a copy of the CJJR Program Overview is attached hereto...

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My name is Brianna Tennessee and my poster is on getting to the Y teacher practices that support sound mathematically sound student justifications in this case we've looked at how seven different teachers implement the same task that requires their students to justify their mathematics now this task essentially required the scenes to prove the distributive property, and it was very exciting to see what they came up with for instance one student came up with a proof that if you see on my poster proved using a pentagon that if you have five sides of X plus y each side adds up, and you get 5 x's and five twice noes it was really exciting to look at what the students were giving in the classroom and even more exciting to see what the teachers did that supported that justification so when I looked at my implementations that might ask implementations if I looked at what teachers were doing that helps students to actually make justifications and actually get to that point where they were proving this mathematical idea now some things so what my results of teachers provided scaffolding question free, and they focus students mess those two things we're consistently productive and helping the students to justify their work a scaffolding question asked the students who made me think a little differently about the problem and a focusing question ask the student to maybe explain their mathematics a little more in a very specific way and this really built students to think exactly about what they needed to do in order to just round out what the thoughts were in their pen I also identified two practices that were not always productive but sometimes worked really well for instance helping students communicate with each other would it be really productive in some cases because they know the questions that they need to ask because you know they're not sure what the answer is however the students could go off and dependent their own thing sometimes, so it didn't work out every time this support meant a lot to me because as a beginning teacher I got to see really experienced teachers in action and I got to talk with them and work with them and learn from them and I know that in my student teaching experience I was a better teacher for it and that my students benefited beyond that I'm eventually looking into grad school and these services will help me in that pursuit there

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