Tuesday, April 14, 6:00 – 6:50 p. m.( EDT) Breakout Sessions
2.1 Closing the Graduation Gap: Double Dose Algebra as a Gateway for Economically Disadvantaged Secondary Students
Session Description: This interactive presentation examines how principles of improvement science can be leveraged to advance equity-driven academic outcomes through intentional stakeholder engagement. Using root cause analysis grounded in empathy interviews, the session highlights how centering student and staff voices leads to a deeper understanding of systemic barriers in gateway courses. Participants will explore how iterative cycles of inquiry, data analysis, and inclusive feedback inform targeted interventions that are both responsive and sustainable. The presentation emphasizes practical strategies for incorporating empathy, collaboration, and continuous improvement into DEI-focused leadership and instructional decision-making.
Session Objectives:
1. Identify how cohort-based data analysis can uncover opportunity gaps and inform targeted academic interventions that support economically disadvantaged students while maintaining rigorous expectations.
2. Recognize how intentional, structured supports in Algebra I can improve access, persistence, and long-term academic outcomes for historically marginalized learners.
3. Examine concrete examples of how research findings can guide instructional planning, staffing, and resource allocation decisions that align DEI commitments with measurable student success.
Theme:
• Strategies for addressing challenges to supporting learner success
Audience:
• PK – 12 teachers, staff, and administrators
• Higher education faculty, staff and administration
Presenter: Tracy Ann Matozzo, EdD, Rowan University( she / her)
Presenter Biography: Dr. Tracy Ann Matozzo has been an educational leader for nearly 15 years serving as Director of Curriculum and Instruction at Rancocas Valley Regional High School for the last four years. Her research centers on closing opportunity gaps for economically disadvantaged students in an attempt to improve post-secondary outcomes for those learners. She resides in New Jersey and enjoys spending time with her family
2.2 Digital Intro: A Collaborative, Project-Based Approach Connecting Introductory Social Science Content With Modern Digital Application and Workforce Empowerment
Session Description: Large introductory courses often serve as gateways for students with widely varying levels of preparation and confidence. This session introduces the Digital Intro initiative, a project-based redesign of Introductory Psychology that integrates digital literacy, data skills, and creative production while prioritizing inclusive pedagogy. Drawing on implementation across diverse institutions, the talk