March 11, 2015Sharon Rivera, Jim Randall, Julia Alder

Warm-upTake a moment to describe your student

artifacts/ accessibility Assessment or lesson Planner form with someone at your table

In one sentence prepare to report to the whole group

4 CornersChoose a statement that resonates with you

Discuss your reasons for choosing the statement

Prepare to share to with the whole group

Carol Dweck - MindsetCarol S. Dweck, Ph.D., is one of the

world’s leading researchers in the field of motivation and is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.

Turn and Talk

What language can we use to encourage a growth mindset with students?

Accessibility Strategies???What accessibility

strategies does the teacher try?

What skill/understanding is challenging the student?

How might you provide a different entry point?

Why did we go through that?

Talk about something that was very difficult in your life that you overcome.

Break ---

Standards Sort • Move into grade level groups

• 6• 7• 8

• Materials Needed:• Standards (previous, current, next)• Glue Stick• Large Paper

Standards Sort

• Sort the standard into the appropriate grades (15 min)

• Cross reference with key

• Glue standards in place

Notice & WonderWhat is common between the

grade levels?

Is there an entry point for every student?

How can we ensure that there is?

Identify 2 Standards…

Difficult to Assess

Anchor Standard

Lunch

Why are we looking at Trajectories?

Smarter balanced testing is assessing students along the trajectories suggested by the common core state standards

•Understand where students have been

•Understand where students are heading

Focus Areas for AssessmentsBuild Opportunities

1. Problem Types2. Computer Skills3. Test Taking Skills

What is the Responsibility at your grade level?1. Unit & lesson planning?2. Adapt the lesson?3. Go back to previous content?

Math Reasoning?

Share Artifacts

“If you believe that adults make a difference in student achievement, you are right.

If you believe that adults are helpless bystanders while demographic characteristics work their inexorable will on academic lives of students, you are right.

Both of these statements become self-fulfilling prophesies.”

--Douglas Reeves (2006)

Wrap UP

Marble Task (TTLP)Levels of Cognitive Demand Trajectories

Course Feedback1. Pick an idea that came up today and

that you found particularly interesting.

1. What is your current thinking about this idea?

2. What questions do you still have?

2. What is your reaction to the work we did today?

3. What seems promising and/or challenging at this point?