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

Warm-up Take 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 Corners Choose a statement that resonates with you Discuss your reasons for choosing the statement Prepare to share to with the whole group

Carol Dweck - Mindset Carol 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 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 & Wonder What 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 Assessments Build Opportunities 1. Problem Types 2. Computer Skills 3. 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

© 2010, EDC Course Wrap-Up Activity Goals Reflect on your own learning Plan follow-up actions & share ideas Directions Write down 2 things that you learned. Look over the list of accessibility principles and identify 2 that you would like to strengthen. Write down 2 actions that you will take in the next month. Be specific! Then, well discuss the ideas in small groups. Note: The Wrap-up handout. It’s for you to keep. 3.22

Course Feedback 1. 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?

Credits The course, Enhancing Instructional Practices in Mathematics was developed at Education Development Center, Inc (EDC). Website: The project was funded by the National Science Foundation, grant # ESI Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. This course is distributed through Michigan’s Integrated Mathematics Initiative (Mi) 2 a Mandated Activities Project (MAP) funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education. (MI) 2 assists the state in creating a cohesive and collaborative system of support and professional development among existing mathematics resources. The initiative identifies and promotes factors that facilitate improved outcomes for all students in mathematics. © 2010, EDC23