ABSTRACT
Kirsta Paulus is a third-grade teacher in a self-contained classroom of a Title 1 elementary school in Pasadena ISD. Her school has over eight-hundred fifty students campus enrolled in pre-kindergarten through fourth-grade. Kirsta’s classroom contains students identified as English language learners, students in need of inclusion support, and students identified as gifted/talented. Kirsta has participated in district-curriculum writing efforts as a writer of instructional resources and assessment items for third-grade mathematics. She has also facilitated professional development sessions for mathematics at her campus as well as for the district, and has presented at regional and statewide mathematics conferences sessions. (Connect with Kirsta on Twitter: @KirstaPaulus)
Jessica Garza is a second-grade bilingual teacher at an elementary school in Pasadena, Texas. Her school has approximately 600 students. A large percentage of the students are Hispanic, come from lower income households, and have high mobility rates. Her classroom includes students identified as English language learners and students in need of special education support. Jessica has been teaching mathematics for four years and supports mathematics at her campus by serving on her school Math Committee. Jessica has participated in district-curriculum writing efforts as a writer of instructional resources to support students in second-grade mathematics. She has presented mathematics conference sessions at the regional and state level, as well as with students in a higher-education setting. (Connect with Jessica on Twitter: @JessicaCGarza)
Samantha Cortez is a first-grade bilingual teacher in a self-contained classroom in Pasadena, Texas. She works in a Title 1 school that serves approximately 600 students from pre-kindergarten to fourth grade with the majority of the students receiving free or reduced lunch. Her classroom includes students identified as English language learners, students identified as gifted and talented, and students in need of special education support. Samantha taught in a monolingual classroom for one year and has been a first-grade bilingual teacher for two years. She supports mathematics instruction at her campus by serving on the Math Committee. Samantha has participated in districtcurriculum writing efforts as a writer of instructional resources to support students in first-grade mathematics. She has presented sessions at regional and state level mathematics conferences. (Connect with Samantha on Twitter: @SCortez7178)
