Cypher+IV+Mathematics+Leadership+Project+Information+Page+2013+-+2014

For those that are involved in only the __Yukon Education Literature Circle__ then please just make note of the Yukon Education Literature Circle Meetings in the chart below.
 * This group always meets on Wednesdays from 4:00 PM - 5:15 PM.

For those that are involved in only the __Yukon Education Grades 2-9 Formative Assessment Pilot__ then please just make note of the Numeracy Nets Sessions in the chart below.
 * Our Yukon Education Grades 2-9 Formative Assessment Pilot professional learning community will be using “A Collaborative Planning Cycle: Assessing and Addressing Student Needs” from p. 17-18 of the Numeracy Nets resources as a framework for our work. All Numeracy Nets sessions are from 4:00 PM - 6:00 PM.

__The Cypher IV Mathematics Leadership Project__ participants are participating in **both** the literature circle and numeracy nets sessions.
 * Our Cypher IV Mathematics Leadership Project professional learning community will be using “A Collaborative Planning Cycle: Assessing and Addressing Student Needs” from p. 17-18 of the Numeracy Nets resources as a framework for our work. All Numeracy Nets sessions are from 4:00 PM - 6:00 PM and the Yukon Education Literature Circle Sessions are on Wednesdays with the larger group from 4:00 PM - 5:15 PM.


 * Please mark the appropriate dates and times in your books.**

4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ~ Date, Time, Online Meeting Room Link, Powerpoint Slides ||~ Title ||~ Objectives ||~ Homework ||
 * ** Wednesday, September 18, 2013 **

Link to the live meeting at: []

PowerPoint Slides:

Files:

Recording Link: [] || Numeracy Nets Session

(Re)introduction to Numeracy Nets: Bridging the Gap Between Assessment & Instruction || Work within the Blackboard Collaborate online meeting room with increasing ease

To be able to answer the following:
 * What is a numeracy net?
 * How is a numeracy net structured?
 * How can numeracy nets be used:
 * as a diagnostic tool?
 * for planning and monitoring progress?
 * to build Individual Education/Student Support Plans?
 * with Professional Learning Communities?

Dig deeper into the numeracy nets to enhance student learning by: (Re)read the checkpoint elaboration in the Numeracy Net and relevant professional resources, in our case, Teaching Student-Centered Mathematics, for further insights for the checkpoints that your group selected.
 * Completing **Step 1** of the Collaborative Planning Cycle (Page 17-18 in Numeracy Net binder). That is, identify the learning goal.
 * Completing **Step 2** of the cycle. That is, prepare for the assessment.
 * **Beginning Step 3** of the cycle. That is, begin to identify and clarify student needs. || **Assigned at this event**:

Grades K-3 Group: Grades K-2 Checkpoints **1, 3, 5, 6, & 7** Grades 3-5 Group: Grade 3 Checkpoints **1, 3, 5, 6, & 7** Grades 6-9 Group: Grade 6 Checkpoints **1, 7, 8, 10, & 11**
 * Administer** the sample assessment **tasks** as agreed by the team with your students.

Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands. Please take notes on the observed understandings of each student by completing “OBSERVED UNDERSTANDING If Not Yet, what does child say, do, or write?” on the Overview Chart in the Appendix to inform the decisions that we make at the next Digging Deeper into Numeracy Nets session. 4:00 PM - 5:15 PM
 * Please submit Whole-Class or Small-Group Readiness Sheet (Depending on your grade, Appendix C or Appendix D) for for the Checkpoints that were selected by your group as soon as soon as possible for as many of your students as possible.** Obviously, the longer that I have to compile the data and prepare for the next session the better. ||
 * ** Wednesday, September 25, 2013 **

Link to the live meeting at: []

PowerPoint Slides:

Files:





Recording link: @https://sas.elluminate.com/p.jnlp?psid=2013-09-25.1615.M.277CA306DBDA73DA17F984DFBB32F5.vcr&sid=7345

Literature Circle Reading List || Yukon Education Literature Circle Meeting || Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Experience a literature circle in action
 * Observe the modelling of, and participate in, an adaptation of the “Say Something” strategy; that is, observe and participate in a literature circle discussion group
 * Experience a book walk/theme walk of the literature circle reading selection options

Give us your top two book choices by the end of the session

Know how to access all of the meeting dates at any time

Begin to develop a “product” for our final sharing session (The ownership piece of assessment for learning.)

Know what to do to request (additional) reading materials

Complete a final reflection stem at the end of the session before signing off || **Assigned at this event**: Send us your top two book choices by the end of the session

After you receive one or more of your selections then begin reading

Complete a React With Non-Fiction sheet, based on your readings, to help with your discussion group, for next time

If you are also in the Numeracy Nets Sessions then please refer to the homework, above, from September 18, 2013. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ** Wednesday, October 16, 2013 **

Link to the live meeting at: []

PowerPoint Slides:

Files:

Data:

Recording Link: [] || Numeracy Nets Session

Using The Baseline Data To Help Move Student Learning Forward || Use the online meeting room with increasing ease

Review the “Three-Part Format for Problem-Based Lessons” (About p. 16 - 21 of Teaching Student-Centered Mathematics)

Build a self-assessment table based on the checkpoints selected by the group at the last meeting

Continue to build up the summary data chart for our students

Dig deeper into Numeracy Nets to enhance student learning by: (Re)read the checkpoint elaboration in the Numeracy Net and relevant professional resources, in our case, Teaching Student-Centered Mathematics, for further insights for the checkpoints that your group selected.
 * Analysing the data and choosing one checkpoint to focus on as a group.
 * Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs.
 * Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need.
 * Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom.
 * Be set to complete Step 6 of the cycle with your students. || **Assigned prior to this event**:

Grades K-3 Group: Grades K-2 Checkpoints **1, 3, 5, 6, & 7** Grades 3-5 Group: Grade 3 Checkpoints **1, 3, 5, 6, & 7** Grades 6-9 Group: Grade 6 Checkpoints **1, 7, 8, 10, & 11**
 * Administer** the sample assessment **tasks** as agreed by the team with your students.

Analyze your student work samples and observations. (See p. 8, “How are assessment tasks marked?” Do #1-5 and we will collaboratively review 4, 5 and do 6 next time.) Identify what each student understands. Please take notes on the observed understandings of each student by completing “OBSERVED UNDERSTANDING If Not Yet, what does child say, do, or write?” on the Overview Chart in the Appendix to inform the decisions that we make at the next Digging Deeper into Numeracy Nets session.
 * Please submit Whole-Class or Small-Group Readiness Sheet (Depending on your grade, Appendix C or Appendix D) for for the Checkpoints that were selected by your group as soon as soon as possible for as many of your students as possible.** Obviously, the longer that I have to compile the data and prepare for the next session the better.


 * Assigned at this event:**

Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.
 * The grades K-3 Group is doing **Activity** **3.1 Equations With Number Patterns** using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
 * **The grades 3-5 group is doing Activity** **3.1 Equations With Number Patterns** (K-3 Teaching Student-Centered Math book) **using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and **resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint** **7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then 4:00 PM - 5:15 PM
 * Keep reading your selections
 * If you finish reading a book then please ask for another reading selection
 * For each meeting complete a “React With Non-Fiction” sheet to help with:
 * Next discussion group
 * Final meeting sharing ||
 * ** Wednesday, October 23, 2013 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:





Recording link:

Literature Circle Reading List || Yukon Education Literature Circle || Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Complete a final reflection stem at the end of the session before signing off

Prepare those whose final session is the December session || **Assigned prior to this event:** After you receive one or more of your selections then begin reading

Complete a React With Non-Fiction sheet, based on your readings, to help with your discussion group, for next time

Keep reading your selections.
 * Assigned at this event:**

If you have not already received two books or know that they are coming then please e-mail me ASAP

If you finish reading a book then please ask for another reading selection.

Complete a React With Non-Fiction sheet, based on your readings, to help with your discussion group, for next time

Begin preparing for the final session when everyone will share a bit about their learning story. If you are also in the Numeracy Nets Sessions then please refer to the homework, above, from October 16, 2013. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * Other distributed items for "beginning with the end (sharing a bit about your learning story) in mind"
 * ** Wednesday, November 27, 2013 **

Link to the live meeting at: []

PowerPoint Slides:

Files:

Recording Link: [] || Numeracy Nets Session

From Data to Evidence of Student Learning || Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint || Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. > from last time and/or > **using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and **resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
 * The grades K-3 Group is doing **Activity** **3.1 Equations With Number Patterns** from last time and/or [[file:Inverse Relationships Activity.pdf|Inverse Relationships]] using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.
 * **The grades 3-5 group is doing Activity** 3.1 Equations With Number Patterns(K-3 Teaching Student-Centered Math book)
 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint** **7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

If you are also in the literature circle group then 4:00 PM - 5:15 PM
 * Keep reading your selections
 * If you finish reading a book then please ask for another reading selection
 * For each meeting complete a “React With Non-Fiction” sheet to help with:
 * Next discussion group
 * Final meeting sharing ||
 * ** Wednesday, December 4, 2013 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:





Recording link:

Literature Circle Reading List || Yukon Education Literature Circle Meeting

Celebration of Learning (For those concluding their time with the literature circle.) || Use the online meeting room with increasing ease

Review both the technical and discussion group norms

Participate in a literature circle discussion group

Develop a clearer picture of the end in your mind (A “product” for our final sharing session … the ownership piece of assessment for learning)

Celebrate learning by sharing your learning with the group

Complete a final reflection stem at the end of the session before signing off || **Assigned prior to this event:**

Keep reading your selections

If you finish reading a book then please ask for another reading selection

For each meeting complete a “React With Non-Fiction” sheet to help with:* Next discussion group
 * Final meeting sharing


 * Assigned at this event:**

Keep reading your selections

If you finish reading a book then please ask for another reading selection For each meeting complete a “React With Non-Fiction” sheet to help with:* Next discussion group
 * Final meeting sharing

If you are also in the Numeracy Nets Sessions then please refer to the homework, above, from November 27, 2013. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ** DATE CHANGE **
 * Tuesday, January 6, 2014 **

Link to the live meeting at: []

PowerPoint Slides:

Files:

Recording Link: The session was not recorded. || Numeracy Nets Session

From Data to Evidence of Student Learning || Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint || Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

The grades K-3 Group is continuing with **Activity** **3.1 Equations With Number Patterns** from last time and/or using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.

The grades 3-5 group is doing Activity **3.1 Equations With Number Patterns(K-3 Teaching Student-Centered Math book) from last time and/or ** using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and** resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.**


 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

There will be a chance to share an activity that you tried with respect to any of the checkpoints again next time.

If you are also in the literature circle group then
 * Keep reading your selections
 * If you finish reading a book then please ask for another reading selection
 * For each meeting complete a “React With Non-Fiction” sheet to help with:
 * Next discussion group
 * Final meeting sharing ||

4:00 PM - 5:15 PM
 * ** Wednesday, January 15, 2014 **

Link to the live meeting at: []

Open Office Slides:

Files:





Recording link:

Literature Circle Reading List || Yukon Education Literature Circle Meeting || Use the online meeting room with increasing ease

Welcome both new and continuing literature circle members

Review both the technical and discussion group norms

Experience a literature circle in action
 * Observe the modelling of, and participate in, an adaptation of the “Say Something” strategy; that is, observe and participate in a literature circle discussion group
 * Experience a book walk/theme walk of the literature circle reading selection options

New Members - Give us your top two book choices by the end of the session

New Members - Know how to access all of the meeting dates at any time

Begin to develop a “product” for our final sharing session (The ownership piece of assessment for learning.)

Complete a final reflection stem at the end of the session before signing off || **Assigned prior to this event:** Keep reading your selections

If you finish reading a book then please ask for another reading selection For each meeting complete a “React With Non-Fiction” sheet to help with:* Next discussion group
 * Final meeting sharing


 * Assigned at this event:**

Keep reading your selections

For the final sharing session each of you will be asked to share how your thinking has been transformed as a result of your reading. Your monthly React With Nonfiction (Fact/React) sheets could be used to complete: Transforming My Thinking

You can use Patti's "Transformed Thinking" sample as a guide to please submit some sort of visual, it could be just your completed "Transforming My Thinking" **or** another “product” of your choice that will help the group see how your thinking has been transformed as a result of your reading. Other “products” might include but are not limited to: 4:00 PM - 5:15 PM
 * A book review
 * Mindmap/Ideagram creation ||
 * ** Wednesday, February 5, 2014 **

Link to the live meeting at: []

Open Office Slides:

Files:







Recording link:

 ** https://ca-sas.bbcollab.com/p.jnlp?psid=2014-02-05.1611.M.277CA306DBDA73DA17F984DFBB32F5.vcr&sid=7345 **

Literature Circle Reading List || Yukon Education Literature Circle || Celebrate learning by sharing your learning with the group || **Assigned prior to this event:** Keep reading your selections

For the final sharing session each of you will be asked to share how your thinking has been transformed as a result of your reading. Your monthly React With Nonfiction (Fact/React) sheets could be used to complete: Transforming My Thinking

You can use Patti's "Transformed Thinking" sample as a guide to please submit some sort of visual, it could be just your completed "Transforming My Thinking" **or** another “product” of your choice that will help the group see how your thinking has been transformed as a result of your reading. Other “products” might include but are not limited to:
 * A book review
 * Mindmap/Ideagram creation

Thank-you for your participation in the 2014-2015 Yukon Education Literature Circle. We hope to see you next year. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * Assigned at this event:**
 * ** DATE CHANGE **
 * Tuesday, February 11, 2014 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:

Recording Link: || Numeracy Nets Session

From Data to Evidence of Student Learning || Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

Outline the plan for the final two numeracy nets session || Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

The grades K-3 Group is continuing with **Activity** **3.1 Equations With Number Patterns** from last time and/or using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.

The grades 3-5 group is doing Activity **3.1 Equations With Number Patterns(K-3 Teaching Student-Centered Math book) from last time and/or ** using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and** resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.**


 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

There will be a chance to share an activity that you tried with respect to any of the checkpoints again next time.

If you are also in the literature circle group then
 * Keep reading your selections
 * If you finish reading a book then please ask for another reading selection
 * For each meeting complete a “React With Non-Fiction” sheet to help with:
 * Next discussion group
 * Final meeting sharing


 * Assigned at this event:**

Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

The grades K-3 Group is continuing with **Activity** **3.1 Equations With Number Patterns** from last time and/or using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.

The grades 3-5 group is doing Activity **3.1 Equations With Number Patterns(K-3 Teaching Student-Centered Math book) from last time and/or ** using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and** resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.**


 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

There will be a chance to share an activity that you tried with respect to any of the checkpoints again next time. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ** DATE CHANGE **
 * Thursday, March 6, 2014 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:

Recording Link: || Numeracy Nets Session

From Data to Evidence of Student Learning || Use the online meeting room with increasing ease

Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Review the “Three-Part Format for Problem-Based Lessons”

Continue to set the stage for increasing the number of checkpoints (re)assessed

Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle. That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint

Outline the plan for the final two numeracy nets sessions || **Assigned prior to this event:**

Reread the checkpoint elaboration and relevant professional resources, in our case, Teaching Student-Centered Mathematics for further insights into the Checkpoint that your group chose to dig deeper into as a group.
 * Grades K-3 Group:** Grades K-2 Checkpoint 6
 * Grades 3-5 Group**: Grade 3 Checkpoint 5
 * Grades 6-9 Group:** Grade 6 Checkpoint 7

(Re)submit the Data Sheet as you continue to work on all of the checkpoints. Pay extra special attention to the checkpoints that we are digging deeper into with your group.

Complete Step 6 of the cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

The grades K-3 Group is continuing with **Activity** **3.1 Equations With Number Patterns** from last time and/or using **the Three-Part Format for Problem-Based Lessons,** pages 15-20 of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data on the chart, especially for Checkpoint** **6****,** prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.

The grades 3-5 group is doing Activity **3.1 Equations With Number Patterns(K-3 Teaching Student-Centered Math book) from last time and/or ** using the Three-Part Format for Problem-Based Lessons**, pages 16-21 of Teaching Student-Centered Mathematics in Grades 3-5 and** resubmitting data on the chart, especially for Checkpoint 5**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that that the data comes in the better for my preparation.**


 * The grades 6-9 group is doing Read Aloud and Unknown Number using the Three-Part Format for Problem-Based Lessons**, pages 15-20 of Teaching Student-Centered Mathematics Grades 5-8 and resubmitting data on the chart, especially for Checkpoint 7**, prior to the next session by fax or by e-mailing the spreadsheet. The sooner that the data comes in the better for my preparation.

There will be a chance to share an activity that you tried with respect to any of the checkpoints again next time.

TBA
 * Assigned at this event:**

If you are also in the literature circle then please refer to the February 5, 2014 homework. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ** DATE CHANGE **
 * Thursday, April 3, 2014 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:

Recording Link: || Numeracy Nets Session

From Data to Evidence of Student Learning || Use the online meeting room with increasing ease Continue to build/refine the self-assessment table

Continue to build up the summary data chart

Continue to set the stage for increasing the number of checkpoints (re)assessed

Prepare to present evidence of student learning (Assessment for Learning - 1 of Big 6 - Ownership) to others outside of this group. || **Assigned prior to this event:** TBA

If you are also in the literature circle then please refer to the February 5, 2014 homework.

(Re)submit the Data Sheet as you continue to work on all of the checkpoints.
 * Assigned at this event:**

Be prepared to analyze and interpret our data

Send me a sample from your class that can be used as a visual and consider an explanation of sample for up to five minutes including things like ...
 * Three-Part Lesson Plan Format For Problem-Based Lessons - How does it fit in
 * Share a funny experience or an endearing anecdote from your classroom
 * One next step for my professional learning is ...
 * One next step in learning for my students is ...

Try to get signed on early on April 29!

If you are also in the literature circle then please refer to the February 5, 2014 homework. || 4:00 PM - 6:00 PM All Groups K-3, 3-5, & 6-9
 * ** DATE CHANGE **
 * Tuesday, April 29, 2014 **
 * Tuesday, April 29, 2014 **

Link to the live meeting at: []

PowerPoint Slides: The slides are currently being created.

Files:

Recording Link: || Numeracy Nets Session

Our Evidence of Student Learning - Sharing Our Stories || Celebrate learning || **Assigned prior to this event:** (Re)submit the Data Sheet as you continue to work on all of the checkpoints.

Be prepared to analyze and interpret our data

Send me a sample from your class that can be used as a visual and consider an explanation of sample for up to five minutes including things like ...
 * Three-Part Lesson Plan Format For Problem-Based Lessons - How does it fit in
 * Share a funny experience or an endearing anecdote from your classroom
 * One next step for my professional learning is ...
 * One next step in learning for my students is ...

Try to get signed on early on April 29! ||