[ RESHAPING EDUCATION WEBINAR ]

Addressing Unfinished Learning Effectively

We’re bringing our experts together to talk through how to cover unfinished learning in math in the upcoming school year. It’s not just about re-teaching what students missed⁠—it’s about identifying strengths, misconceptions, and unfinished learning so you can create personalized learning paths that empower students to gain a deeper understanding of math. Are you ready to take a new, data-driven approach to math instruction?

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Webinar Details

During this roundtable discussion with Carnegie Learning's Chief Mathematics Officer Sandy Bartle Finocchi and Senior Director of Content Design Amy Lewis, you will:

  • Learn how to identify students' strengths, misconceptions, and unfinished learning.
  • Understand the importance of utilizing students' strengths and providing just-in-time instruction around mathematical readiness needs.
  • Explore research-based strategies to build students' mathematical understanding.
  • Be challenged to think differently about how to assess and support students when they return.

Meet the Hosts

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Sandy Bartle Finocchi, Chief Mathematics Officer at Carnegie Learning

Sandy joined Carnegie Learning in August, 2000 after spending 14 years as a high school mathematics teacher, department chair, and coach. Sandy embodies the Carnegie Learning Way, believing that all students are capable of becoming strong, confident math learners. As Carnegie Learning's Senior Academic Officer, Sandy leads an instructional design team that leverages the best of academic research on teaching and learning theory to create the world's best math curriculum.
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Amy Jones Lewis, Senior Director of Content Design at Carnegie Learning

Amy Jones Lewis brings her classroom expertise and passion for high-quality math instruction together overseeing the content development of Carnegie Learning’s instructional resources to meet the needs of students and teachers. Prior to this, she was the math specialist for Intermediate Unit 1, receiving more than $2M in grant funds to provide intensive professional development to K-8 teachers in southwestern PA. She began her career teaching high school mathematics in Malawi, Africa, and Baltimore City, MD.

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