BLyS and APRIL have similar but distinct biological roles, mediated through two known TNF receptor family members, TACI and BCMA. We show that mice treated with TACI-Ig and TACI-Ig transgenic mice have fewer transitional T2 and mature B cells and reduced levels of circulating immunoglobulin. TACI-Ig treatment inhibits both the production of collagen-specific Abs and the progression of disease in a mouse model of rheumatoid arthritis. In BLyS-deficient mice, B cell development is blocked at the transitional T1 stage such that virtually no mature B cells are present, while B-1 cell numbers are relatively normal. These findings further elucidate the roles of BLyS and APRIL in modulating B cell development and suggest that BLyS is required for the development of most but not all mature B cell populations found in the periphery.

This article offers recommendations for literacy and mathematics leaders as they design and implement effective professional development and support for middle and secondary mathematics teachers to integrate literacy into their instruction. To cross the mathematics<en>literacy divide, the authors provide an annotated bibliography of articles detailing the effective use of literacy strategies for mathematics instruction. The article closes with a discussion of the characteristics of these articles and list of suggestions for greater collaboration between literacy and mathematics leaders to support the instructional practices of mathematics teachers.

Working with a large urban district over 14 years of Mathematics Science Partnership [MSP] grants, over 500 teachers of mathematics, special education teachers, mathematics coaches and administrators have come together to create engaging mathematics within grade 3 through 12 classrooms.Workshop participants will engage with an innovative use of a mathematical model and learn how it makes mathematics more accessible to students at all levels, especially to English Language Learners. Workshop participants will experience the use of the model in a variety of problem-solving contexts. Obstacles to teachers adopting these materials to use within their instruction and strategies used to overcome these challenges will be discussed.

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