Beyond the Common Core. Juli K. Dixon

About the Editor

       About the Authors

       Introduction

       The Grain Size of Change Is the Teacher Team

       Knowing Your Vision for Mathematics Instruction and Assessment

       A Cycle for Analysis and Learning: The Instructional Unit

       Before the Unit

       During the Unit

       After the Unit

       CHAPTER 1

       Before the Unit

       HLTA 1: Making Sense of the Agreed-On Essential Learning Standards (Content and Practices) and Pacing

       The What

       The How

       Your Team’s Progress

       HLTA 2: Identifying Higher-Level-Cognitive-Demand Mathematical Tasks

       The What

       The How

       Your Team’s Progress

       HLTA 3: Developing Common Assessment Instruments

       The What

       The How

       Evaluating the Quality of Your Assessment Instruments

       Designing a High-Quality Assessment Instrument

       Your Team’s Progress

       HLTA 4: Developing Scoring Rubrics and Proficiency Expectations for the Common Assessment Instruments

       The What

       The How

       Your Team’s Progress

       HLTA 5: Planning and Using Common Homework Assignments

       The What

       The How

       Your Team’s Progress

       Setting Your Before-the-Unit Priorities for Team Action

       CHAPTER 2

       During the Unit

       HLTA 6: Using Higher-Level-Cognitive-Demand Mathematical Tasks Effectively

       The What

       The How

       Your Team’s Progress

       HLTA 7: Using In-Class Formative Assessment Processes Effectively

       The What

       The How

       Your Team’s Progress

       HLTA 8: Using a Lesson-Design Process for Lesson Planning and Collective Team Inquiry

       The What

       The How

       Your Team’s Progress

       Setting Your During-the-Unit Priorities for Team Action

       CHAPTER 3

       After the Unit

       HLTA 9: Ensuring Evidence-Based Student Goal Setting and Action for the Next Unit of Study

       The What

       The How

       Your Team’s Progress

       HLTA 10: Ensuring Evidence-Based Adult Goal Setting and Action for the Next Unit of Study

       The What

       The How

       Your Team’s Progress

       Setting Your After-the-Unit Priorities for Team Action

       EPILOGUE

       Taking Your Next Steps

       APPENDIX A

       Standards for Mathematical Practice

       Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

       APPENDIX B

       Cognitive-Demand-Level Task-Analysis Guide

       APPENDIX C

       Sources for Higher-Level-Cognitive-Demand Tasks

       References and Resources

       Index

About the Editor

      Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois. He serves as an adjunct faculty member for the graduate school at Loyola University Chicago.

      Dr. Kanold is committed to a vision for Mathematics at Work™, a process of learning and working together that builds knowledge sharing, equity, and excellence for all students, faculty, and school administrators. He conducts highly motivational professional development leadership seminars worldwide with a focus on turning school vision into realized action that creates increased learning opportunities for students through the effective delivery of professional learning communities for faculty and administrators.

      He is a past president of the National Council of Supervisors of Mathematics and coauthor of several best-selling mathematics textbooks. He has served on writing commissions for the