Summer 2017

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: Focus in High School Summer 2017

2. We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher Standards. We are a team of current and former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the public, private, and nonprofit sectors. We are dedicated to empowering teachers by providing free, high-quality, Standards-aligned resources for the classroom; the opportunity for immersive training through our Institutes; and the option of support through our website offerings.

3. FOCUS IN HIGH SCHOOL Introduction: Who I Am Name 1 Name 2

4. We Will … Our overall approach is to blend the CONCEPTUAL with the PRACTICAL Four Strands • Focus on the StandardS & SHIFTS • Go deep with the CONTENT (Do the math; Read and analyze the texts) • Analyze instruction and curriculum for ALIGNMENT • Understand and use CURRICULUM to best support all learners Practice Standards-based observations, including: • How to best prepare before going into classrooms • What to look for when in a classroom • Questions to ask when following up with a teacher or leader Think about how what we are learning impacts what we will do at home FOCUS IN HIGH SCHOOL

5. The Week At a Glance FOCUS IN HIGH SCHOOL

6. We Take Data Seriously • 3-minute online Daily Survey. Facilitators will address feedback the following day. • Thursday – 10 minute online Knowledge Survey Post-Test. Answer key will be available.

7. FOCUS IN HIGH SCHOOL Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment where it is “safe to not know.”

8. FOCUS IN HIGH SCHOOL Share Your Learning • Light bulb moments • Why I teach/lead

9. FOCUS IN HIGH SCHOOLCommunity Builder Introduce yourself to your table: Share your name, city, role and organization, and one goal for the week. Raise your hand if… • You are a school leader • You are a district leader • You work for a nonprofit • You support schools • You coach and develop others • You consider yourself a “math person” • You consider yourself a “literacy person” 9

10. Objectives and Agenda Objectives: • Participants will be able to identify the major work of the grade or course. • Participants will be able to evaluate tasks for alignment to Standards. • Participants will be able to observe and coach the Focus shift in teacher practice. Agenda: • Opening and Community Builder • Equity Discussion • Framing the Challenge • Task Analysis • Observing and Coaching for Focus FOCUS IN HIGH SCHOOL

11. FOCUS IN HIGH SCHOOL Equity • Equity is engaging in practices that meet students where they are and advances 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.

12. FOCUSIN HIGH SCHOOL Equity – Envision It So You Can See It For leaders, it is important to have a clear vision of what educationally equitable environments. Gorksi and Salwell provide 5 Principles to guide you. 4 min – jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff. 6 min – share in pairs at your tables, looking for commonalities and new ideas to expand your thinking 5 min – whole group sharing of ideas you heard that will help all of us

13. Classroom Video Observations

14. FOCUS IN HIGH SCHOOL Time for a Classroom Visit Think about how you normally prepare to observe a math lesson. What do you check in advance? What are the go-to tools you use? Watch the video. Treat the video as instruction in one of your classrooms. Capture the evidence that you observe in writingso you can provide low-inference feedback later. Consider feedback. What points of feedback would help this teacher grow in terms of instruction of mathematics?

15. FOCUS IN HIGH SCHOOL Informal Classroom Observation

16. FOCUS IN HIGH SCHOOL Turn & Talk With a partner, discuss what you observed, the evidence you captured, and the questions you have for Ms. Collins.

17. Framing the Challenge Are students ready for college-level math? FOCUS IN HIGH SCHOOL

18. FOCUS IN HIGH SCHOOL National Mathematics Advisory Panel “A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.”

19. FOCUS IN HIGH SCHOOL Look at the Standards for Your Course What are the Standards “underlying success in school algebra”? How do you know?

20. FOCUS IN HIGH SCHOOL Before We Start: Orienting to the Organization of the Math Standards HSF-IF.A.1 HSF: grade level and conceptual category IF: domain: Domains are larger groups of related Standards. Standards from different domains may sometimes be closely related. Domains generally go across multiple grade levels. A: cluster: Clusters summarize groups of related Standards. Note that Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. 1: Standard number: Standards define what students should understand and be able to do.

21. FOCUS IN HIGH SCHOOLQuick Review Conceptual Category Domain Cluster Standard “F-IF.A.1”

22. FOCUS IN HIGH SCHOOL Before We Start … Using the App in Math

23. FOCUS IN HIGH SCHOOL Before We Start … Using the App in Math

24. FOCUS IN HIGH SCHOOL Before We Start … Using the App in Math Swipe back and forth. By swiping, now find Standard: HSS-MD.B.7 By searching, find Standard: S.CP.9

25. FOCUS IN HIGH SCHOOL Quick Task: Using the App You are in a 10th grade algebra classroom and students are working on the following: In each of the following equations, the variables represent real numbers. Assuming each equation is true, what can you conclude about the values of the variables? Explain each step in your reasoning. 2z + 3 = 0 7x = 0 7(y – 5) = 0 ab= 0 Navigate the app to find the Standard students are likely addressing.

26. Shift #1: “The Common Core calls for greater Focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the Standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom.”

27. FOCUS IN HIGH SCHOOLFocus on Algebra

28. FOCUS IN HIGH SCHOOL Focus on Functions

29. FOCUS IN HIGH SCHOOL Content Emphases Guidance from Student Achievement Partners and testing consortia organizes content in terms of major, supporting, and additional content: • Major clusters are the highest priority. • Supporting clusters are designed to support and strengthen areas of major emphasis. • Additional clusters may not connect tightly or explicitly to the major work.

30. FOCUS IN HIGH SCHOOL Your Turn • In table groups, look at your assigned grade level. • Identify the major work of the grade. • Be prepared to report your decisions.

31. FOCUS IN HIGH SCHOOL Focus in Algebra I Major Clusters Supporting Clusters Additional Clusters

32. FOCUS IN HIGH SCHOOL Focus in Geometry Major Clusters Supporting Clusters Additional Clusters

33. FOCUS IN HIGH SCHOOL Focus in Algebra II Major Clusters Supporting Clusters Additional Clusters

34. FOCUS IN HIGH SCHOOL Summary What is the major work in high school for each course? Algebra I? Geometry? Algebra II?

35. FOCUS IN HIGH SCHOOL Task Analysis (Whole Group)

36. FOCUS IN HIGH SCHOOL Protocol Do the math. Discussion questions: To what grade and Standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below?

37. FOCUS IN HIGH SCHOOL Task #1 Do the Math Judy is working at a retail store over summer break. A customer buys a $50 shirt that is on sale for 20% off. Judy computes the discount, then adds sales tax of 10%, and tells the customer how much he owes. The customer insists that Judy first add the sales tax and then apply the discount. He is convinced that this way he will save more money because the discount amount will be larger. • Is the customer right? • Does your answer to part (a) depend on the numbers used, or would it work for any percentage discount and any sales tax percentage? Find a convincing argument using algebraic expressions and/or diagrams for this more general scenario. Pairs Discuss • To what grade and Standard is the task aligned? • Is this part of the major work of that grade? • What are the knowledge and skills required to be successful on this task? • How does this task connect to the major work in the grades above and below?

38. Lunch

39. Observing and Coaching for Focus

40. FOCUS IN HIGH SCHOOL Observing for Focus Watch the video again. Standard: S.CP.B.9 Prepare: Standards app Content emphasis Capture Evidence: What Standards are being taught? Is the instruction addressing the intended Standard? Is this part of the major work of that grade?

41. FOCUS IN HIGH SCHOOL Observing for Focus

42. FOCUS IN HIGH SCHOOL After the Observation To what grade and Standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below? How does the instruction represent equitable practices?

43. FOCUS IN HIGH SCHOOL Observing for Focus Standard: S.CP.B.9 Use the rules of probability to compute probabilities of compound events. (+) Use permutations and combinations to compute probabilities of compound events and solve problems.

44. FOCUS IN HIGH SCHOOL After the Observation What questions would you now want to ask Ms. Collins?

45. FOCUS IN HIGH SCHOOL Questions that Develop Leading the Conversation: To what grade and Standard is the task aligned? Is this part of the major work of that grade? What are the knowledge and skills required to be successful on this task? How does this task connect to the major work in the grades above and below? • If not grade level Standards: Why was instruction not addressing grade level Standards? What data or other work supports the decision to teach non-grade level Standards? If not major work of the grade: How will this chosen Standard authentically lead students back to working with math content that is emphasized in this grade?

46. Get Ready (4 min.) FOCUS IN HIGH SCHOOL Coaching Role Play: Purpose and Process Pair Up (2 min.) The objective of this activity is to give leaders practice coaching a teacher on the Focus shift in the context of an authentic classroom situation. Role Play & Feedback #1 (11 min.) Role Play & Feedback #2 (11 min.)

47. FOCUS IN HIGH SCHOOL Coaching Role Play The objective of this activity is to give leaders a chance to practice coaching a teacher about the Focus shift 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 to know and 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 Play #1 shares goals and the level of “heat” you’d like to practice coaching.

48. FOCUS IN HIGH SCHOOL Role Play #1: 5 min.

49. FOCUS IN HIGH SCHOOL Role Play #1: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view. 2 minutes – Identify what worked. Coach first: Start with stating your goal(s) for the discussion and 1-2 moves you made that supported that goal. Share 1–2 other pluses that you can identify. Teacher: 1–2 moves the coach made that deepened your understanding of Focus. 2 minutes – Identify suggestions for improvement. Coach first: 1–2 things you’d like to do differently or improve. Teacher: 1–2 things the coach should consider to strengthen practice.

50. Transition to Role Play #2 Review preparation notes. Share coaching goals and the level of “heat” you’d like to practice coaching. FOCUS IN HIGH SCHOOL