5:00 pm	Registration	Lobby Lounge
6:00 pm	Reception Hors dÕoeuvres, Drinks, and Buffet DinnerÑHosted by the ExxonMobil Foundation	Gallery II
	Introductions and Welcome Douglas H. Clements, SUNY Buffalo, Project Director George Bright, National Science Foundation Jean Moon, ExxonMobil Foundation Joan Ferrini-Mundy, MSU, PSSM Leader

Tuesday, May 16, 2000

Notes on the Sessions All plenary sessions are in the Masters Ballroom For some panels, a brief presentation by one speaker who introduces the topic and the research in the area and its implications for ECE math standards (i.e., addressing the questions for each topic). This person then joins the panel discussion. Panel discussion. The panel members will discuss the questions from their own perspective and knowledge base (i.e., they are not primarily reacting to the introduction). There will be moderator for each session. Working groups. 5 groups of all participants (at least one panel member in each group): 3 groups in Masters Ballroom; 1 in Lobby Lounge, 1 in 324, 1 in 524.

 

8:30 am 8:45	Introductions Douglas H. Clements, State University of New York at Buffalo Naomi Karp, National Institute On Early Childhood Development And Education Research, Policies, and Practices that Support the 3 Rs of Early Childhood: Relationships, Resilience, and Readiness	Masters Ballroom
9:00	Panel Sue Bredekamp, Council For Early Childhood Professional Recognition. Paper: Standards for Preschool and Kindergarten Mathematics Education Skip Fennell, Western Maryland College Carol Midgett, Southport Elementary School Maggie Myers, University of Texas at Austin Cheryl Tibbals, Council Of Chief State School Officers
	Questions What are the advantages and disadvantages to having specific mastery goals for young children? How do standards take into consideration the wide range of childrenÕs developmental needs? How should we balance or integrate what we know of quality early childhood education (e.g., developmentally appropriate programs, the value of play, etc.) with the emphasis on "more math" for young children? How do we implement such standards considering such a wide range of adults who care for children, especially preschool children? Should we have standards for children or standards for programs, or both? How do NCTMÕs, StatesÕ, and local standards relate?
9:50	BreakÑRefreshments	Master Foyer
	Initial Number and Quantitative Concepts
10:05	Introduction: Young Children's Interest in Math and Its Representational Tools: Providing Guided Learning Opportunities Rochel Gelman, UCLA	Masters Ballroom
10:25	Panel Max Bell, University of Chicago Greta Fein, University of Maryland Herbert Ginsburg, Teachers College, Columbia University Catherine Sophian, University of Hawaii Paper: A Prospective Developmental Perspective on Early Mathematics Instruction
	Questions The content-oriented sessions share the same set of questions, reacting to the PSSMÕs vision (and available state standards) of the foundations of mathematics: Are the focus areas appropriate? Are the specific statements of objectives comprehensive and coherent, targeting essential mathematics without being sidetracked by nonessential items? Are specific topics emphasized and de-emphasized appropriately? Are they consistent with what is known about learning and teaching the various areas of mathematics in early childhood? How might these objectives be elaborated and specified in more detail? What assessment issues must be confronted?
11:15	Break and reconvene in Working Groups
11:30	Working Groups 1	Assigned
12:30	Box LunchesÑConvene outside the Masters Ballroom	Masters Foyer
	Number and Operation	Masters Ballroom
1:20	Reconvene
1:30	Introduction: Key Transitions in the Numerical and Arithmetic Development of Typical and Special Children Between the Ages of 2 and 6 Years Art Baroody, University of Illinois at Urbana-Champaign
1:50	Panel Karen Fuson, Northwestern University Paper: Pre-K to Grade 2 Goals and Standards: Achieving 21st Century Master for All Robert P. Hunting, East Carolina University Connie Kamii, University of Alabama Ken Millet, University of California Santa Barbara
4:10	Break and reconvene in Working Groups
4:30	Working Groups 2	Assigned
5:30	Break until dinner	On your own
6:00	Dinner Dinner hosted by the NSF (cash bar) Special guest speaker: Janice Jackson, Boston College	Gallery II

Wednesday, May 17, 2000

	The Role of Other Topics: Algebra; Data Analysis, Statistics, and Probability
8:30 am	Overview of Wednesday Douglas H. Clements, State University of New York at Buffalo	Masters Ballroom
	Moderator Ann-Marie DiBiase, State Univ. of New York at Buffalo, Conference Coordinator Panel Debra Borkovitz, Wheelock College Alice Klein, University Of California At Berkeley Tony Ralston, Imperial College Chuck Thompson, University of Louisville Carrie Valentine, Instructional Resource Centre- Algebra Gateway
9:30	BreakÑRefreshments	Master Foyer
	Mathematics Curricula for Young Children
9:45	Moderator Douglas H. Clements, State University of New York at Buffalo Masters Ballroom	Masters Ballroom
	Panel Beth Casey, Boston College Paper: Mathematics Problem-solving Adventure Stories Carol Greenes, Boston University Carol Copple, NAEYC Sharon Griffin, Clark University Julie Sarama, State University of New York at Buffalo. Technology in Early Childhood Mathematics: Building Blocks as an Innovative Technology-based Curriculum
10:45	Break and reconvene in Working Groups
11:00	Working Groups 3	Assigned
12:00	Box LunchesÑConvene outside the Masters Ballroom	Masters Foyer
	Problem Solving, Reasoning, Communication, Connections, and Representation: The Process Standards	Masters Ballroom
12:50	Reconvene
1:00	Introduction Roger Howe, Yale University
1:20	Panel Rachelle Feiler, Vanderbilt University Lilian Katz, University Of Illinois Kathy Richardson, Mathematical Perspectives Paul Trafton, University Of Northern Iowa
	Implementation and Communication
2:25	Moderator Julie Sarama, State University of New York at Buffalo
	Panel Bob Balfanz, Johns Hopkins University Juanita Copley, University of Houston. Paper: The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards Jeane Joyner, North Carolina State Department of Public Instruction Mary Lindquist, Columbus College Prentice Starkey, University Of California-Berkeley
	Questions Communication: How do we promote a shared vision of learning and teaching that is clear yet not restrictive or limited to a single perspective? How can we convey effective educational practice and policy relevant to preschool mathematics education. What constitutes sufficient guidance provided for parents, practitioners, and policy makers (i.e., how do we "explain it to people back home")? Implementation: How do we implement such standards considering such a wide range of adults who care for children, especially preschool children? What role should technology play? How can we plan for high-quality assessment? What are the implications for professional development?
3:15	Retrospective
3:45	Reports and the Future
4:15-4:30	Thank You and Finale