Introductions (15 min): Who's here and why? What do we hope to get from this book?

Discussion (15 mins):

• Which of the "Critical Conversations" (p. 6-7) are you most interesting in having with colleagues? What are you initial thoughts about one of those topics?

• What questions are raised when we think of the Key Recommendations (p. 7)?

Discussion (15 mins):

• Which of the "Three Purposes" (p. 9-12) do we do best at addressing in our teaching? Which might we improve upon? What challenges do we face in addressing these?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.

Circle Back to Prior Meeting (15 min): What has stuck with us with the last reading? What happened when we attempted to "try-on" ideas from the reading?

Discussion (15 mins):

• What evidence did we find regarding tracking of students? Do we think that research presented applies to our context? Why or why not?

• Did we get a clear idea about how we might have pathways and acceleration without tracking? What's the difference?

• What do we think about teacher tracking? What experiences do we have with it? Is it an issue at our school(s)?

Discussion (15 mins):

• What are the pathways for our students in high school mathematics? Why are they set up that way? What opportunities exist for making changes?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.

Circle Back to Prior Meeting (15 min): What has stuck with us with the last reading? What happened when we attempted to "try-on" ideas from the reading?

Discussion (15 mins):

• Unpack the "Crosswalk" (Fig 2, p. 32-34). Which of these practices do we see as strengths in our own teaching? Which might be see as areas for improvement?

Discussion (15 mins):

• "Too many high school mathematics teachers plan their lessons alone, teach behind closed doors, keep ideas and activities to themselves, infrequently observe their colleagues’ teaching, and rarely review videos of their own teaching" (p.35). Does this resonate with us? Why would we do something different than what is described in this quote? How might we improve our culture of collaboration?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.

Circle Back to Prior Meeting (15 min): What has stuck with us with the last reading? What happened when we attempted to "try-on" ideas from the reading?

Discussion (15 mins):

• The Essential Concepts section begins by highlighting reasoning & proof, math modeling, and technology as drivers for core math instruction. Which of these are strengths in our teaching? Which are areas for improvement? What examples can we think of where we made these central to our teaching?

Example (15 mins):

• Choose one of the two content areas from this reading and map out the main focus areas, as well as essential content. Is this organization helpful to our teaching? How might it help streamline our courses?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.

Circle Back to Prior Meeting (15 min): What has stuck with us with the last reading? What happened when we attempted to "try-on" ideas from the reading?

Discussion (15 mins):

• Traditionally, high school math teachers report feeling poorly prepared to teach statistics and data-related literacy topics. Is that an issue for us? What ideas do we have for feeling confident teaching students about working with data?

• Traditionally, high school math textbooks/curriculum maps position statistics and data-related literacy topics at the end of the school year, which means many teachers cannot actually "get to it" before June hits. What are some ways we could incorporate statistics and data-related literacy topics throughout the school year?

Example (15 mins):

• Choose one of the two content areas from this reading and map out the main focus areas, as well as essential content. Is this organization helpful to our teaching? How might it help streamline our courses?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.

Circle Back to Prior Meeting (15 min): What has stuck with us with the last reading? What happened when we attempted to "try-on" ideas from the reading?

Discussion (15 mins):

• This book advocates for "a single curricular model [that] would deliver a common pathway offered to all students in a single school setting and would ensure each and every student’s access to a high-quality mathematics education while avoiding the creation of separate and unequal tracks." (p. 83) Do we agree? Why or why not?

• What happens if we try applying the criteria in What Should Count as a Math Course (p. 84) to our course offerings? Do we have any concerns?

Discussion (15 mins):

• What do we think about Pathway A and Pathway B? How can we imagine adapting these ideas for our school(s)? What might be some action steps we can take to effectively advocate for the changes we think are best for our school(s)?

Closure / Wrap-up (15 mins):

• What can we (individually or collectively) “try-on” from this reading?

• Take a minute to silently reflect on the content and what you want to work on until our next meeting.