1. Developing District-wide Constructed Response Getting Everyone on the Same Page

2. ? What has been the value of implementing district-wide CR tasks  A venue to discuss student thinking  A venue to deepen teacher content know  Communication develop student expertise in written and verbally expressing mathematics  Communication throughout the district to bring a cohesive message regarding grade level expectations in mathematics.  Communication between instructional leaders to establish a vision and implement the same message.

3. Session goals Learning Intention We are learning to define and refine the process of creating an effective district level open-ended mathematics task. Success Criteria We will be successful when grade level teams work together to create a rigorous district-level mathematics task.

4. Communication Principle PSSM 2004  Organize and consolidate mathematical thinking through communication  Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.  Analyze and evaluate the mathematical thinking and strategies of others.  Use the language of mathematics to express mathematical ideas precisely. How has this thinking evolved with the CCSSM?

5. 5 Practices for Orchestrating Productive Mathematics Discussions Anticipating - likely student responses to challenging mathematical tasks Monitoring – student’s actual responses to the tasks Selecting – particular students to present their mathematical thinking and work (representations) Sequencing – the student responses that will be displayed in a specific order Connecting – different students’ responses and the key mathematical idea

6. 5 Practices for Orchestrating Productive Mathematics Discussions Connection to developing District-wide CR tasks Anticipating Monitoring Selecting Sequencing Selecting

7. Jigsaw Directions Each person at a table selects one of the 5 discussion practices to read. Highlight important information about the practice. Note connections between the practice and the process used to develop a district-wide CR task. Share out…

8. As you begin to develop grade level tasks for Fall of 2014….  Are developing a task that anticipates a variety of responses? Have you surfaced the multiple responses and discussed them with each other?  Are you developing a task around an important mathematical idea that is central for teachers to understand for that grade level?  Are you developing a task that will drive mathematical conversations…teacher/teacher, teacher/student, student/student  Are you discussing responses you might look for in student work samples?  clear understanding as well as misconceptions?