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The vocab has the same meaning but is stated differently. We need a consistent vocabulary list to use across the board.

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I was surprised how the real life examples fades out of the conversation as students progress through math.

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As you increased in grade level, the questions became less wordy (shorter).

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They were asking all of the same thing with a slight change of vocabulary and sometimes different representation. 

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They were asking all of the same thing with a slight change of vocabulary and sometimes different representation. 

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I was surprised at how similar something that is taught in 6th is to something taught in 12 grade

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It is great to build a bridge between courses, focusing on what kids already know.

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I saw that many of the questions were similar but just grew in student reasoning and terminology.

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I could see how connected what we're teaching is to higher levels

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The verbiage is what really changed between the grade levels, but the ideas are similar. Also, the real-world connection just faded away.

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Seeing other people’s assessment questions allowed me to see that my content builds upon the previous grade, but also sets a solid foundation for higher level math classes.

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Most all questions were very similar and they were just worded with different vocabulary.

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It helped develop a sense of understanding from how the vocabulary changes.

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As a 6th grade teacher it is my role to introduce the vocab and how it will connect to the grades that follow.

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Our grade is responsible to set the foundation of vocabulary so other years can build on the foundation.

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How similar the vocabulary is used across grades.

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We need to collaborate more vertically and help build the bridge by sharing the gaps.

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Making sure I use appropriate vocabulary for the grade level I’m teaching 

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Making sure I use appropriate vocabulary for the grade level I’m teaching 

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The vocabulary means the same, but is stated differently among all grade levels. Therefore, it is important to be consistent and show students the connections.

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Making an intentional connection from vocabulary from grade levels at the beginning of a unit.

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We are able to connect topics in some way from 6th-12th grades.

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Breaking down the TEKS more consistently to make sure what I'm teaching meets the standard

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My grade seems to begin the transition between middle and high school courses.

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The topic is the same 6th through 12th! The vocabulary changes and it is funny how the questions seem to become simplified as we increase grade level.

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Look for additional opportunities to incorporate vocabulary and representations to support students & teachers in upper grades.

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I would love to see our PLC try a version of this for a couple topics that flow through all the grade levels.

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Emphasize vocabulary from previous grades and how it relates to current topics

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I didn't know how similar we all truly teach. We have vary similar mindsets when it comes to aligning from grade to garde.

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Working with my team to see where the gaps were so that we can work on fixing them and sharing them with the next grade level.

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If we are not going to change the vocab to use 1 word consistently then I will start using all the vocab in my assessments.

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I would like to be more intentional about time dedicated to dissecting standards as a department on my campus

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Algebra 1 is the base for upper level math, but what they struggle with they actually have seen before

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How the academic vocabulary progressed through the grade levels.

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How the academic vocabulary progressed through the grade levels.

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I really enjoyed hearing perspective from all grade levels and from multiple parts of our district .

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The process of collaborating and seeing other teams' work helped affirm what I knew about my own background knowledge, and helped to confirm what students should know beyond my class. I learned how the concept of rate of change progressed 6-12 and what growth would look like for students.

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I learned that there needs to be more communication between grade levels -- elementary to middle and middle to high school .

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Try to reach out to middle school to see what/how it was taught

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I’d like to break apart standards more consistently and look at the vertical alignment instead of Assuming what students should know before they walk in.

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It is important for 6th grade to set the foundation so that the other grades can build upon that.

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It is always good to work with peers and make sure we are all on the similar page. Luckily we were today.

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I was surprised at how truly similar they are, with the exceptions of different (but still same) vocabulary used

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Intend to take practices such as deconstructing TEKs and looking at assessment questions across grade levels to our PLC.

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I wish we could have 4th and 5th grade teachers in the training as well. I think it would be very valuable for all of us to see the before/after grade level connections between elementary and middle.

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What is happening in the elementary before they get to middle. How do we learn the gaps so we can better adjust our lessons.

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The vocabulary change in 8th grade from 6th and 7th grade helps prepare them for the high school levels.

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It was very interesting to see what the students were taught before my class so that I can bridge the learning and students don't see it as "learning something new"

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It was very interesting to see what the students were taught before my class so that I can bridge the learning and students don't see it as "learning something new"

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Continue to use correct mathematical terminology when explaining or referring to different topics.

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that in lower grades it's "rate of change" and then slope is introduced in 8th grade

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How would you suggest this PLC model when teachers are in different buildings?

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It helped me think of new ways to extend our learning. I can take more of the real-world and have students concentrate on just the graph/table. What do they notice? How can we create a real-world problem around it?

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I can see that some concepts can be introduced too early and cause overwhelm in students. This created gaps in on level concepts and frustration for the teacher after me.

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I was able to see how similar the questions are to the grade on either sides of me and what foundation my students have (or should have).

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Many questions were the same concept, but worded differently. I also noticed that the length of the question decreased.

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I could see that the students have been dealing with the same type of questions since 6th grade. It is just how they ask the question. Making connections with students may make teaching it easier.

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This was a great refresher and reminder of the importance of vertical alignment. Save time and energy with your kids by reminding them of where they've been and encourage them by letting them know where they will go!

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Breaking down the TEKS consistently, asking questions in a variety of formats, and making sure the appropriate vocabulary is used.

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To look back at how it was taught or how they may already know a concept before "leveling up" to current grade level.

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I would like to try using appropriate vocabulary for my students. Not using unfamiliar terms. I would also like to try and activate prior knowledge to let them know "hey you have seen this before, it just looked like this, rather than this".

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I have a greater understanding of how rate of change builds through the grades. The pre-calculus teachers showed how rate of change is used in the higher level courses. I was fascinated when geometry pointed out that their content does not cover slope in depth.

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The vocabulary is similar from grade to grade, but the questions are asked differently or more complex.

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How a topic grows and gets deeper from year to year

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How a topic grows and gets deeper from year to year

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Using appropriate grade level vocabulary, but connecting it to what they heard in the grade level before and simply introducing what it could be called the next year.

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I still wish we could find a way to have vertical alignment with 5th grade each year. Maybe at end of each 5th grade year meet to see what skills new 6th graders are coming in with.

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As one of the later grades, it was good to see what students should already know and how the questions have been worded up this point.

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I was surprised to see how much of what students learn in previous grades is really the same thing.

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I will try to have intentional conversations during PLC with the other grade levels to ensure I am building on what my students have already seen.

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I will be intentional about reviewing previous vocab and helping kids make connections to current grade level vocab.

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It would be beneficial for me to use backwards design to look at how students will be assessed with standards prior to teaching, especially in a new grade level. I can also look at prior standards to know where students are coming from. A small change I could make is to make sure the vocabulary used in assessments is also used in instruction (and within the standard).

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I would like to have time to do this in small vertical teams during our district PD days

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I would like to have time to do this in small vertical teams during our district PD days

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Making connections to previous learning, whether by showing examples of how the problems and wording change or by relating it in other ways is important

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When "introducing" this topic next year - I think I will start with questions from the previous classes to help them make a connection between prior learning and vocabulary. We can compare the questions to see commonalities and differences.

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I am excited to try breaking down the standards for specific concepts. I think it will help develop a base of understanding to help the students to master the standard when I am asking myself, what do the students know and what do they need to know.

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Having an open line of communication with grade levels both higher and lower than I currently teach and making sure I'm using similar vocabulary or at the least connecting the vocabulary from my level with what they've heard/used in previous grades

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I would like to see this idea translated to a different set of TEKS.

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Working with the teachers who teach 8-9th grade was helpful to see where my students in 7th grade are heading.

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It is important to vertically align so that all grade levels are on the same page with vocabulary. This provided us with the opportunity to see the connection from grade to grade

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To be more intentional about what my students need know concretely to be successful in the next step in their math career.

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Having the upper elementary school grades would be helpful for the 6th grade teachers.

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We all have very similar thoughts and want to do what is best for students. I learned that our district has wonderful teachers that are willing to share their thoughts and help each other!

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I was surprised that the standard didn't change much between grades 6-8.

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I think it would be valuable for 5th grade math teachers to be present to assist with 6th grade vertical alignment.

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I've seen the vertical alignment of rate/slope multiple times; however, I would love to see the other math concepts that grow from year to year and their progression.

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Focus on connecting vocabulary from the previous grade level to your grade level, and also to future grade levels

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I would like to meet with a vertical team on things like factoring where we can discuss the vocabulary used and methods used so we can reinforce the methods students already learned. Otherwise, it looks like brand new material to the students and it is really the same concepts from a different perspective.

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My class involves a ton of writing and conclusions. This has helped me to see the vocabulary that has been used before my class and how I can set expectations for appropriate vocabulary.

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Will we have a chance to spend time with grades below us to start the conversations of what we need to do to help students in the future grades and to make my job easier and less stressful.

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Being able to meet with the elementary grades would be fantastic. We'd know what was actually taught during the year so we could build off that information. We'd have a more reliable source than the students and their constant "they didn't teach us that" 🙃

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I agree with Excited Trout that it would be great to include 5th grade to develop the bridge between Elementary and Middle School.

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I really liked hearing the points of view from different grades both above and below me. I think there were a lot of AHA moments between - what we would like to see more of from the lower grades and the realization that they are limited in how much they can preload for them. Also, knowing that these skills are being taught for multiple years is important to know.

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Breakdown the TEKS to be sure that the assessments cover all parts of the TEKS.

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I felt that there was a lot of good discussions today with passionate teachers that realize there is a need in the classroom.

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I felt that there was a lot of good discussions today with passionate teachers that realize there is a need in the classroom.

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Today, I’m leaving with a lot of questions about how this is supposed to work within an actual PLC. I’m leaving a little confused more than clear. I’d love to see this modeled more in a 45 min period, more of a “protocol” instead of a 6 hour process.

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I would like to see other TEKS completed such as solving equations.

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I think it's interesting to see how it changes from word problem/real world situations to just graphs/equations/tables.

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It put a glaring spotlight on the need for 6th/7th grade need this opportunity with elementary teachers.

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I think this would be a good use of our PLC time. I having a scheduled amount of time with the math department would be nice. The TEKS breakdown can be printed out from our curriculum and we are discussing what we notice about the others. Use the assessment questions to compare and talk about misconceptions. We do not have the time to do this full out for every one of the TEKS.

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It was helpful to see how earlier grades ladder up and seeing the expected stopping and starting points at each grade level.