Winter 2018

1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway: Rigor in Grades 6–8 Winter 2018

2. RIGOR IN GRADES 6–8 The Week at a Glance

3. Objectives and Agenda Objectives Participants will be able to • describe the three aspects of rigor and why rigor is important. • evaluate standards, tasks, and lessons for aspects of rigor. • observe for the Rigor shift and related equitable teaching practices. Agenda • Opening • Activator • Rigor: What and Why? • Finding Rigor in the Standards • Observing for Rigor RIGOR IN GRADES 6–8

4. RIGOR IN GRADES 6–8 Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, and activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment in which it is “safe to not know.” • Identify and reframe deficit thinking and speaking.

5. RIGOR IN GRADES 6–8 Equity • Equity is engaging in practices that meet students where they are and advance their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children—regardless of circumstances—are receiving high-quality and Standards-aligned instruction with access to high-quality materials and resources. • We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. • All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room.

6. RIGOR IN GRADES 6–8 Equity, Language, and Learners • Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. • Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. • Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. • We are the gatekeepers of language in the classroom as teachers and leaders. • Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. • All students bring valuable knowledge and culture to the classroom.

7. RIGOR IN GRADES 6–8 Feedback on Feedback

8. RIGOR IN GRADES 6–8 Parking Lot Let’s go back and see if questions were addressed . . .

9. Teachable Moments Activator Step One – Pair Stand and find a partner. Remain standing. Step Two – Count At the facilitator’s direction, count off 1–6. Step Three – Analyze 4 min. – Analyze your assigned statement for its misconceptions. Step Four – Role Play 3 min. – Practice coaching to undo the misconception(s). 3 min. – Provide feedback. RIGOR IN GRADES 6–8

10. RIGOR IN GRADES 6–8 3. I’m going to make sure I spend at least half my time this year teaching the major work of the grade. Teachable Moments Activator 1. Ratios and Proportions aren’t relevant in 8th grade because there is no RP domain in 8th—only 6th and 7th. . 2. I decided to skip the Statistics and Probability domain because everything in there is a supporting or additional cluster. 6. I’m going to make sure all the problems/tasks that I assign always align to at least two different standards. 4. My kids can’t do 7.EE so I’m teaching 6.EE first. 5. To strengthen connections, I’ll make sure that my students are solving each problem in as many different ways as possible.

11. Rigor: What and Why? “Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades.” From the Common Core State Standards

12. RIGOR IN GRADES 6–8 From the CCSS for Mathematics “Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like?” “There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).” “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”

13. RIGOR IN GRADES 6–8 Paired Learning Activator Is there a time when you learned a procedure or a mnemonic or a way of doing the math without understanding why or what math you were doing? And what impact did that have on your future learning—if any?

14. From “Adding It Up” RIGOR IN GRADES 6–8

15. “Lessons for [marginalized] students commonly focus primarily on rote skills and procedures, with scant attention to meaningful mathematics learning.” -National Council for Teachers of Mathematics, 2014 Addressing equity and access includes both ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, linguistic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement.

16. RIGOR IN GRADES 6–8 From TIMSS Video Study

17. RIGOR IN GRADES 6–8 From TIMSS Video Study

18. RIGOR IN GRADES 6–8 Consider this Contrast United States How can I teach my kids to get the answer to this problem? Japan How can I use this problem to teach the mathematics of this unit?

19. Three Aspects of Rigor RIGOR IN GRADES 6–8 • Conceptual Understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios.  • Procedural Skill and Fluency: The Standards call for speed and accuracy in calculation. • Modeling/Application: The Standards call for students to use math in situations that require mathematical knowledge.

20. RIGOR IN GRADES 6–8 Finding Rigor in the Standards Protocol: • Do the math. • For each, what aspects of Rigor are emphasized and how do you know? • What are the grade-level standards associated with each one?

21. RIGOR IN GRADES 6–8 Task #1 A mixture of concrete is made up of sand and cement in a ratio of 5:3. How many cubic feet of each are needed to make 160 cubic feet of concrete mix? 6.RP.3.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).

22. RIGOR IN GRADES 6–8 Task #2 Hippos sometimes get to eat pumpkins as a special treat. If 3 hippos eat 5 pumpkins, how many pumpkins per hippo is that? Lindy made 24 jelly-bread sandwiches with a 16-ounce jar of jelly. How many ounces of jelly per sandwich is that? Purslane bought 350 rolls of toilet paper for the whole year. How many rolls of toilet paper per month is that? 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is ¾ cup of flour for each cup of sugar” or, “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

23. RIGOR IN GRADES 6–8 Task #3 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions(e.g., by using visual fraction models and equations to represent the problem).

24. RIGOR IN GRADES 6–8 Identifying Rigor in the Standards Procedural Skill Application 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g., by using visual fraction models and equations to represent the problem). Conceptual Understanding

25. One Final Point: A Balance of Rigor The Standards set high expectations for all three components of Rigorin the major work of each grade. (1) The three aspects of Rigor are not always separate in materials. (2) Nor are the three aspects of Rigor always together in materials. (3) EVERY student MUST have opportunities to work at achieving the balance of rigor. RIGOR IN GRADES 6–8

26. RIGOR IN GRADES 6–8 Questions That Develop Rigor

27. RIGOR IN GRADES 6–8Thumb Rating: Did we meet our objectives? Objectives Participants will be able to • describe the three aspects of rigor and why rigor is important. • evaluate Standards, tasks, and lessons for aspects of rigor. • observe for the rigor Shift and related equitable teaching practices.

28. RIGOR IN GRADES 6–8Processing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3 and equity? • What implications does the importance of rigor have for your work? Consider: Professional development Planning Curriculum Systems/structures Policy & programming

29. Lunch!

30. Welcome Back

31. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 So, what is not aligned in this instruction? Focus Coherence Rigor Equitable Instructional Practices

32. Coaching Role Play

33. Get Ready (4 min.) OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Coaching Role Play: Purpose and Process Pair Up (2 min.) The objective of this activity is to give leaders practice coaching a teacher/leader on Standards and Shifts alignment in the context of an authentic classroom situation. Role Play & Feedback #1 (11 min.) Role Play & Feedback #2 (11 min.)

34. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Coaching Role Play The objective of this activity is to give leaders a chance to practice coaching a teacher/leader in the context of an authentic classroom situation. 4 minutes – Everybody gets ready. Identify your goals for this coaching session. What do you want the teacher/leader to know and to be able to try as a result of this interaction? Draft entry question(s), clarifying questions, and probing questions. Draft key learning and next steps you want the teacher to walk away ready to try. 2 minutes – Pair up Choose a partner. Identify who will go first. Role Player #1 shares goals and the level of “heat” he or she would like to practice coaching.

35. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Role Play #1: 5 Minutes

36. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Role Play #1: Reflect and Feedback 1 minute—Each role player writes reflections about effectiveness of coaching conversation from her or his point of view. 2 minutes—Identify what worked. Coach first: Start with stating your goal(s) for the discussion and one or two moves you made that supported that goal. Share one or two other pluses that you can identify. Teacher/Leader: State one or two moves that the coach made that deepened your understanding ofStandards and Shifts alignment. 2 minutes—Identify suggestions for improvement. Coach first: State one or two things you’d like to do differently or improve. Teacher/Leader: State one or two things the coach might do to strengthen practice.

37. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Transition to Role Play #2 Review preparation notes. Share coaching goals and the level of “heat” you’d like to practice coaching.

38. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Role Play #2: 5 Minutes

39. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Role Play #2: Reflection and Feedback 1 minute – Each role player writes reflections about effectiveness of coaching conversation from her or his point of view. 2 minutes – Identify what worked. Coach first: Start with stating your goal(s) for the discussion and one or two moves you made that supported that goal. Share one or two other pluses that you can identify. Teacher/Leader: Share one or two moves that the coach made that deepened your understanding of Standards and Shifts alignment. 2 minutes—Identify suggestions for improvement. Coach first: State one or two things you’d like to do differently or improve. Teacher/Leader: State one or two things the coach might do to strengthen practice.

40. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8Thumb Rating: Did we meet our objectives? Objectives: Participants will be able to • observe and coach teachers on the Standards and the Shifts in mathematics.

41. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8Processing & Application STOP AND JOT Think about your initial knowledge of the Standards and the Shifts in mathematics. • What new learning do you now have? • What do you intend to do differently in your role and context to ensure equitable instruction for all students? Consider: Professional development (for you and others) Planning Curriculum Systems/structures Policy & programming

43. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway: Adapting for Equity in Grades 6–8 Winter 2018

44. ADAPTING FOR EQUITY Objectives and Agenda Objectives Participants will be able to • assess a curriculum for focus and use across grade coherence to guide adaptation. • adapt a curriculum map for students below grade level. • identify the technical problems and adaptive challenges that must be addressed in order to lead change. Agenda • Naming the Challenge • Curriculum Map Scavenger Hunt • Curriculum Map Adaptation • Leading Adaptive Change • Role Teams • Survey

45. ADAPTING FOR EQUITY Naming the Challenge What percentage of your students are not at grade level in mathematics?

46. ADAPTING FOR EQUITY Avoiding the “Blanket Review”

47. ADAPTING FOR EQUITY Percentage of 8th-Grade Math Lessons That Were Entirely Review, by Country (1999)

48. ADAPTING FOR EQUITY From the Appendix to the Publishers’ Criteria “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built . . . Much unfinished learning from earlier grades can be managed best inside grade-level work when the progressions are used to understand student thinking.”

49. ADAPTING FOR EQUITY Curriculum Map Scavenger Hunt You’ll look at • the curriculum map for the year. • titles of each module. • the Standards associated with each module.

50. ADAPTATIONS FOR STRUGGLING LEARNERS 6–8Curriculum Map Scavenger Hunt