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1What 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.

Sorting strategy: line up, # of speeding tickets. Groups of 6 for stand up conversation.2

3Understanding the PracticesMake Meaning of the Practice Standards

Mathematical Practices (p. 5 7)Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others.Model with mathematics. Use appropriate tools strategically.Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 5Large Group TaskConsider the Mathematical Practice:

Model with mathematics (p. 7, CCSS)

What does modeling with mathematics look like at your grade level?After completing, take our examples to the assigned Practice 4 station6Small Group TaskDivide 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.

Seth will put up a Practice 1 marker, Practice 2 marker, etc7SynthesisGo 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 paperGive one bullet at a time; tell them the other directions are coming to keep their attention.8Compare and ContrastWhat is similar across grade bands?

What is different across grade bands?

Do you see developmental trends?BREAKAfter the break, get back into your Mathematical Practice group and wait for further directions.10Gallery WalkIn a moment, you will rotate clockwise to the next Mathematical Practice as a group.Provide feedback using the post-it notes provided.Youll have 6 minutes at each station. Ill give you a musical cue when to move. When you return to your groups Practice read through the feedback.Ill introduce the gallery walk; make sure 11

12Understanding the ContentMake Meaning of the Content Standards

14ACHIEVEMENTSLEARNING OUTCOMESFrom standards, ask these questions.

Why? Accountability, Know what to assess balance in-depth with coverageclarify what instructional activities to plan Develop your own content and pedagogical understandingencourages collaborative efforts with other teachersfiner grain of knowledge for designing assessment14

15Connecting Content, Tasks, and PracticesIdentifying Tasks that Develop the Practices17This describes the process and foundational importance of standards and learning targets17Finding ConnectionsForm into triosIf 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.

19Debriefing CASLCASLIndividually, skim back through chapters 1 and 2 of CASL and jot down 2 or 3 of the MIPs (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.CASLCount off by 3s at your table.Review the following student scenarios from Chapter 1:1s Emily (pp. 4-6)

2s Krissy (p. 9)

3s Mr. Heims students (pp.10-11)

CASLComplete 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? CASLKEY 1Clear Assessment PurposeWhat decisions?Whos making them?What information will be helpful to them?CASLOn separate post-its or index cards, list 2 or 3 examples of specific types of assessments that will be used with your students this yearChoose 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 / ahas that come up.CASLTwo Purposes for AssessmentSummativeAssessment OF LearningHow much have students learned as of a particular point in time?FormativeAssessment FOR LearningHow can we use assessment information to help students learnmore?CASLThe ultimate user of assessment information is the student.CASLOverview of the text:Part 1: Principles of Assessment FOR Learning and Assessment Quality

Part 2: Assessment Methods

Part 3: Communicating Assessment ResultsCASL5 Keys Key 2: Clear TargetsWhat 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?

30ClosurePutting it all togetherBefore our next meeting1) 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.

Reflection on the dayWHAT?(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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