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What Happened? In your group, discuss what happened in your district regarding SB 1 after our last meeting. Each group will share (1)one positive outcome.

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Presentation on theme: "What Happened? In your group, discuss what happened in your district regarding SB 1 after our last meeting. Each group will share (1)one positive outcome."— Presentation transcript:


2 What Happened? In your group, discuss what happened in your district regarding SB 1 after our last meeting. Each group will share (1)one positive outcome and one challenge and (2) any questions that emerged from your discussions.


4 Make Meaning of the Practice Standards

5 Mathematical Practices (p. 5 – 7) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

6 Large Group Task Consider the Mathematical Practice: Model with mathematics (p. 7, CCSS) What does modeling with mathematics look like at your grade level?

7 Small Group Task Divide into 7 grade-level groups (elementary, middle, high). Using your assigned Mathematical Practice, write examples of your Mathematics Practice on chart paper. A facilitator will be present to assist as needed.

8 Synthesis Go back to the Mathematical Practice your group posted. With your Mathematical Practice group, look across the grade band examples you created and complete the analysis chart paper…

9 Compare and Contrast What is similar across grade bands? What is different across grade bands? Do you see “developmental” trends?

10 BREAK After the break, get back into your Mathematical Practice group and wait for further directions.

11 Gallery Walk In a moment, you will rotate clockwise to the next Mathematical Practice as a group. Provide feedback using the post-it notes provided. You’ll have 6 minutes at each station. I’ll give you a musical cue when to move. When you return to your group’s Practice read through the feedback.


13 Make Meaning of the Content Standards

14 14


16 Identifying Tasks that Develop the Practices

17 17

18 Finding Connections Form into trios If you drove the furthest here you are the recorder; if you live closest to here you are the reporter. Look across your trios’ texts to find activities/ tasks from your assigned content standards that reflect at least three different Practices. Reporters, be prepared to share your observations.



21 CASL Individually, skim back through chapters 1 and 2 of CASL and jot down 2 or 3 of the MIP’s (Most Important Points) you remember from your reading. Share out in Round Robin in table groups until everyone has had a chance to contribute at least one major point. Choose one MIP, as a group, to add to the whole group chart.

22 CASL Count off by 3’s at your table. Review the following student scenarios from Chapter 1: 1’s – Emily (pp. 4-6) 2’s – Krissy (p. 9) 3’s – Mr. Heim’s students (pp.10-11)

23 CASL Complete the Student Assessment Scenario sheet: Look for evidence in your scenario of the 5 Keys. What did this teacher do to enhance student motivation and learning? How did assessment affect motivation? Which of the Characteristics of Highly Effective Teaching and Learning do you see / not see here?

24 CASL KEY 1 Clear Assessment Purpose  What decisions?  Who’s making them?  What information will be helpful to them?

25 CASL On separate post-its or index cards, list 2 or 3 examples of specific types of assessments that will be used with your students this year Choose at least one of your own examples + one more from the cards on your table (different from your ex.) and complete a Purposes / Users / Uses sheet for each one. When completed, trade cards with an “elbow partner” to see if s/he has thoughts to add. Discuss as a table any questions / “aha’s” that come up.

26 CASL Two Purposes for Assessment Summative Assessment OF Learning How much have students learned as of a particular point in time? Formative Assessment FOR Learning How can we use assessment information to help students learn more?

27 CASL The ultimate user of assessment information is the student.

28 CASL Overview of the text: Part 1: Principles of Assessment FOR Learning and Assessment Quality Part 2: Assessment Methods Part 3: Communicating Assessment Results

29 CASL 5 Keys Key 2: Clear Targets  What are the benefits to teachers?  What are the benefits to students?  What are the different types of learning targets?  Why is it important to know this in developing accurate, effective assessments?


31 Putting it all together

32 Before our next meeting… 1) Choose one week of your teaching and: a. Compare the content you are currently teaching to the KCAS Content Standards and describe the extent to which they align. b. Record which Practices your activities / tasks reflect. 2) Read Chapter 3 of CASL to determine what is meant by “clear, quality learning targets.” Bring in 2 examples of learning targets you consider to fit those criteria.

33 Reflection on the day… WHAT? (What important learnings can you take away?) SO WHAT? (Is this important? How is it important?) NOW WHAT? (What does this mean for my work? Our work in the district?)


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