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To: Oregon Educators, District and School Leaders, Regional Partners
From: ODE Math Team
Date: February 17, 2026
Re: February Oregon Math Educator Update
In This Message
- Highlights from the 2026 Northwest Mathematics Conference, including program strands, Oregon Math Project alignment, and presenter opportunities.
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Key ODE opportunities: SNE Workshop recruitment, HQIM Technical Advisory Committee applications, and Computer Science Education Survey for elementary educators.
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New resources and professional learning: Black History Month STEM resources, Aligned by Design report, Evidence‑Based Grading webinar, upcoming conferences, PD series, and statewide recognitions.
Key Dates
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NWMC: Submit a session proposal for the 2026 NWMC to elevate Oregon educator expertise by March 31, 2026.
- Apply to join the HQIM Technical Advisory Committee, meeting March–April 2026.
- Participate in the Computer Science Education Survey for elementary teachers, principals, and district leaders.
Upcoming Events
2026 NWMC: Intersections in Learning Mathematics
Oregon math teachers, instructional coaches, and district and school leaders are invited to engage with the Northwest Mathematics Conference (NWMC), a longstanding regional gathering that rotates among Oregon, Washington, and British Columbia. The next conference is scheduled for October 9–10, 2026 in Portland, hosted by the Oregon Council of Teachers of Mathematics. This event will feature keynote speakers, a wide range of sessions, and special events organized around the theme Intersections in Learning Mathematics.
Four strands that connect research and practice
The 2026 NWMC planning hub outlines four program strands that can guide proposal development and session selection. These strands are designed to bridge research, policy, and classroom enactment in ways that center student thinking and equitable access:
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Intersections of Pedagogy and Practice: Sessions examine how instructional approaches translate into daily classroom moves such as ambitious instruction, questioning, structured talk, technology integration, and AI to strengthen student reasoning and discourse.
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Intersections of Identity and Equity: Sessions focus on culturally responsive and linguistically inclusive mathematics, supports for students with disabilities, and approaches that connect social and emotional learning to mathematics identity and agency
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Intersections of Assessment and Action: Sessions connect formative and common assessment practices with instructional decision making, including equitable grading, standards based reporting, and progress monitoring that improves feedback and access.
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Intersections of Systems and Success: Sessions highlight the programmatic and leadership levers that shape daily learning, including curriculum, professional learning systems, and cross‑role collaboration that builds coherent math pathways.
These strands align directly with the Oregon Math Project cornerstones: affirming instruction supports
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Identity-affirming instruction → Belonging
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Relevance and discourse routines → Engagement
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Attention to big ideas and representations → Focus
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Program coherence → Pathways from early learning through postsecondary opportunities
Opportunities for Oregon Presenters and Teams
Oregon educators are invited to submit proposals that showcase:
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Classroom routines
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Coaching tools
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Leadership strategies
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Research-informed instructional approaches
Proposals should align to one or more strands, and the 2026 planning site offers examples and prompts to help presenters create a clear throughline from a problem of practice to student impact. Teams may also propose multi‑role sessions that pair teacher and leader perspectives or connect secondary and postsecondary partners to highlight pathway alignment.
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Recruitment: Tools for Teachers 2026 Spring State Network of Educators (SNE) Workshop
Oregon math teachers, coaches, and school and district leaders are invited to participate in the 2026 Spring State Network of Educators (SNE) Workshop, hosted by the Oregon Department of Education in partnership with Smarter Balanced and educators across the consortium. This virtual workshop provides a collaborative opportunity for teams to deepen their understanding of the formative assessment process, which refers to the ongoing collection and use of evidence of student learning to guide instructional decisions.
This year’s workshop centers on developing new instructional resources for Tools for Teachers, a platform that offers formative assessment strategies and lesson materials designed to support diverse learners through universal design. Participants will engage in resource development while strengthening shared practices that make student thinking visible and support growth across grade levels.
Key details include:
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Educators will develop ELA and math resources for grades 3–8 and high school, aligned with Oregon’s OSAS assessment targets.
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Participants will receive $300 for each accepted resource they write.
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New K–2 opportunity: This spring, the workshop will again develop resources for kindergarten through grade 2 using the Tools for Teachers format with embedded accessibility strategies.
- ODE is seeking educators with strong expertise in early learning and experience supporting the needs of young learners.
- Educators are invited to learn more about Tools for Teachers through the introductory video.
For further details or to submit the names of educators, please contact Tony Bertrand, ELA and Social Sciences Assessment Specialist, Sody Fearn, K-2 Balanced Assessment Specialist, or Jennifer Bell, new Math Assessment Specialist.
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Oregon’s High-Quality Instructional Materials Technical Advisory Committee Quality Instructional Materials Technical Advisory Committee
The Oregon Department of Education is inviting education leaders to apply for the High-Quality Instructional Materials (HQIM) Technical Advisory Committee. This committee will play an important role in strengthening Oregon’s instructional materials program and ensuring every student experiences meaningful, affirming, grade level learning every day.
The committee will meet four times in March and April 2026 to review recommended updates to Oregon Administrative Rules related to instructional materials. These recommendations will be shared with the Oregon Rules Advisory Committee and the Oregon State Board of Education in May 2026. Members will continue to meet quarterly during the 2026–27 school year to guide implementation and provide ongoing feedback.
ODE welcomes applicants from across the state, especially those with experience selecting or supporting instructional materials at the regional, district, or school level. We encourage you to apply and to share this opportunity with colleagues who would be strong contributors.
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Computer Science Education Survey: Elementary Voices Needed
Oregon educators are invited to share their perspectives in a statewide Computer Science Education in the Age of AI survey. Your insights will help shape future supports and ensure that Computer Science learning pathways reflect the strengths, needs, and aspirations of Oregon’s youngest learners.
Participants will receive a free Hour of Code resource from BootUp PD and will be entered for a chance to win a $30 Amazon gift card.
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Celebrating 100 Years of Black History
Oregon math teachers, instructional coaches, and district and school leaders are invited to reflect on the centennial observance of Black History Month, first established in 1926 by Dr. Carter G. Woodson to broaden public awareness of the impact of Black Americans on our nation’s history. This milestone offers an opportunity to highlight the brilliance, leadership, and innovation of Black scholars, mathematicians, and scientists whose work continues to shape modern mathematics, technology, and scientific understanding. This focus aligns with the Belonging cornerstone of the Oregon Math Project, which emphasizes learning environments where every student’s identity, culture, and contributions are recognized as assets.
This month, educators could highlight mathematicians such as Dr. Shirley Ann Jackson, whose pioneering research contributed to major advancements in telecommunications, and Benjamin Banneker, a self-taught mathematician and astronomer known for his almanacs and scientific observations. Introducing students to both historical and contemporary figures help illustrate that mathematical reasoning has always been shaped by diverse communities and continues to grow through their contributions.
Below are resources to support ongoing engagement with Black voices and contributions in STEM education:
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New Report: Aligned by Design
Aligned by Design is a new national report that examines how cross‑system collaboration in mathematics can strengthen students’ transitions from high school into postsecondary pathways. This topic connects closely to the Pathways cornerstone, which emphasizes coherent systems that support every learner in accessing meaningful, future‑ready opportunities.
Below are key takeaways from the report:
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Strong alignment improves students’ access to postsecondary mathematics and reduces unnecessary repetition in course sequences.
- Evidence indicates that transparent expectations across systems increase student confidence and engagement in advanced mathematics.
- Cross‑sector collaboration helps schools design supports that reflect principles of universal design, benefiting all learners.
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States that strengthen alignment see more students successfully completing gateway courses that open flexible academic pathways.
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Evidence‑Based Grading Webinar from TODOS
A new Evidence‑Based Grading webinar from TODOS: Mathematics for ALL highlights approaches that promote clarity, fairness, and student agency in mathematics classrooms. This resource aligns with the Belonging cornerstone because transparent grading practices help learners feel recognized for their reasoning and contributions. These practices create conditions where every student can see themselves as capable and mathematically brilliant.
The webinar introduces evidence‑based grading as an approach that evaluates learning through students’ demonstrated mathematical reasoning—their ability to justify ideas and make connections among mathematical concepts. This perspective supports universal design, since all students benefit from clear expectations, flexible ways to show what they know, and feedback that strengthens growth.
You can watch the full webinar and explore strategies and examples from TODOS with this link.
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The Mathematics of Opportunity 2026: Meeting the Moment
The Mathematics of Opportunity 2026: Meeting the Moment held April 15–16, is a free virtual convening designed to advance equitable and future‑ready mathematics pathways. The conference explores how research, student experience, and cross‑sector collaboration can strengthen mathematics systems that honor learners’ identities and broaden participation. This year’s conference highlights the transformative forces and voices reshaping high school and postsecondary math pathways by examining how research, student experience, and cross‑sector collaboration are driving emerging trends and creating more aligned, future‑ready opportunities for all learners.
Featured speakers include:
- Nathan Alexander, assistant professor, Howard University
- Allison Scott, CEO, Kapor Foundation
- Ji Yun Son, professor of psychology, California State University, Los Angeles
- Ashley Stone, senior director, National Racial Equity Initiative
You can learn more and register for this conference using this link.
HQIM Webinar: Independent Adoptions for Oregon Districts
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Date: Thursday, February 19, 2026
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Time: 3:00 to 4:00 pm PT
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Format: 30-minute presentation followed by a live Q&A session
Are you considering High-Quality Instructional Materials (HQIM) for your classroom that fall outside the standard state-adopted list? The Oregon Department of Education (ODE) is hosting a specialized webinar to help math educators and administrators navigate the independent adoption process.
Whether your team is seeking resources that support diverse learners or exploring new tools to strengthen your math curriculum, this webinar offers a clear framework to guide a successful independent adoption. The session will be recorded for anyone who cannot join live.
Webinar: Forum for Equity in Elementary Mathematics
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Date: March 3, 2026
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Time: 4:00–5:00 PM Pacific (7:00–8:00 PM EST)
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Audience: Math teachers, instructional coaches, and district and school leaders
The Forum for Equity in Elementary Mathematics continues its 2025–2026 Speaker Series with a session focused on Culturally Sustaining UDL: Centering Belonging and Design in Mathematics. The webinar will provide an opportunity to learn about equity focused strategies currently used in elementary mathematics classrooms and to hear perspectives from educators who are engaged in this work. Participants may use the session to consider how these ideas connect to ongoing efforts in Oregon to promote access, inclusion, and meaningful participation in mathematics learning.focused strategies currently used in elementary mathematics classrooms and to hear perspectives from educators who are engaged in this work. Participants may use the session to consider how these ideas connect to ongoing efforts in Oregon to promote access, inclusion, and meaningful participation in mathematics learning.
CS and AI Toward Justice, Sovereignty, and Equity: Online PD Series
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Date: February 18, February 25, March 4, March 11, 2026
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Time: 4:30–6:30 PM Pacific
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Audience: Oregon math teachers, coaches, and district and school leaders
The Goodlad Institute’s Expansive STEM Education team will be offering an online professional learning course titled CS and AI toward Justice, Sovereignty, and Equity. The course explores what Artificial Intelligence (AI) is, what it is not, and how its development connects to a range of social and ethical considerations. Participants will also have opportunities to use commonly available AI tools and reflect on how these tools relate to their own learning environments.
This professional learning experience is designed for educators who are beginning to examine ethical decision making around AI. The sessions introduce strategies that aim to support all learners through principles of universal design.
Join the Oregon Math Leaders Network
The Oregon Math Leaders Network is a community of math practitioners who work together to implement and support math teaching and learning in Oregon. Participants include teacher leaders, TOSAs, program administrators, college faculty, and math community partners. If you identify as a math leader, you are invited! The 2024-25 virtual meetings will continue to take place on the third Thursday of each month at 8:30 AM on Zoom. Register now for the 2025-26 Virtual OML Network Meetings.
Stay Connected!
If you have an opportunity or announcement to share statewide, please contact the ODE Math Team.
The materials contained in the Department of Education’s Oregon Math Educator Update are drawn from both internal and external sources, and inclusion of external materials does not necessarily indicate Oregon Department of Education endorsement.
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