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Giving students problems that might seem out of context for students.

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differences in the way the tasks were implemented:some wrapped into unit tests, others as a HW assignment, etc. Some allowed notes, others not.

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What pre-teaching is happening with similar tasks before the task is given?

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as an additional task, we had to either cut something from our assessment or make the assessment last over two days

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How do we keep students engaged with the task when it is a "district" mandate

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THere really wasn't a task that worked for first quarter, so that means 2 in second quarter

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Geometry performance assessment had confusing wording.

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the format of the task doesn't match the structure that they are experiencing in the classroom

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offer instructional strategies that present tasks in other forms so they are seeing lots of ways of engaging with a problem

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lots of reading and writing; how can these be scaffolded to meet our ELL needs?

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revisit the tasks and look at what essential pieces we want students to be able to take away from them

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Develop a district wide set of common vocab

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With the curriculum that is used right now, we have a hard time making similar problems to the tasks

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consider "practice rounds" of tasks that offer opportunities to see task based problems

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More practice rounds of task like activities

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How can we share our teaching strategies to have teachers better teach students.

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Develop more practice tasks to use in the classroom

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like the flexibility of not having to put it in as a grade as we continue to develop these

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Teachers are not used to standards based grading and need some time to learn and experiment with it