1. Leadership Pathway: Focus in High School February 2016
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Leadership
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Leadership Pathway:
Focus in High School
107 min as designed
Materials: post-its, markers, chart paper
Handouts:
PARCC Model Content Emphases handout
Videos:
1 video - Be sure to have loaded the video prior to participants’ arrival by opening the link and letting it begin to run. This should then have the video ready to view without buffering.
12 min video -
February 2016

2. FOCUS IN HIGH SCHOOL Introduction: Who I Am
Name 1
Insert photo
1 min
Speaker Notes:
Intro new facilitator: edit slide and notes for this slide.
I am ______ from ______.
Include an interesting personal story.
My experience has been…
Before Common Core, I was…
I was skeptical about Common Core until ______ happened.

3. FOCUS IN HIGH SCHOOL At a Glance
Day
Ideas
Wednesday
8:30-4:00
The Foundation
Components of a Comprehensive Literacy Program
Thursday
Building Knowledge and Vocabulary
The Juicy Language of Text
Organizational Systems and Structures
Friday
Focus, Coherence and Rigor
Saturday
8:30-2:30
Observing The Standards And Shifts
Adaptations for Struggling Learners
L E A R N I N G C O N T E N T
1 min
Speaker Notes:

4. FOCUS IN HIGH SCHOOL Focus Session
Objectives:
Participants will be able to identify the major work of the grade
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 Activator
Framing the Challenge
Task Analysis
Observing for Focus
Summary and Reflection
1 min
Speaker Notes:
We’ll start by looking carefully at the shift of focus in math, with an emphasis on why it’s important and what it looks like in high school.

5. FOCUS IN HIGH SCHOOL We Will…
Go deeper on standards and shifts but see how they play out in school
Examine standards-aligned resources
Do a lot of math problems
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 in school
1 min
Speaker Notes:
The standards and shifts have been around for a long time, and some of us know them well. That’s awesome! We will go deeper in our study and see how the standards and shifts look instructionally from the eye of a leader.
We’ll do a lot of math.
And we’ll never forget our students, the ones who need us to get this right.

6. Norms that Support Our Learning
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”
1 min
Speaker Notes:
Choose to remind them of a norm if you think it has been slipping:
Keep an open mind (esp. about what don't know or thought you knew);
Stay in learning orientation vs. performance orientation—growth mindset;
Be active during video observation by capturing evidence in writing
Appreciate everyone's perspective and journey;
Share ideas and ask questions, one person at a time (airtime);
Be okay with discomfort and focus on growth;
Be present (monitor multi-tasking, technology, honoring timeframes)

7. Feedback on Feedback FOCUS IN HIGH SCHOOL Plus Delta 3 min
Speaker Notes:
Highlight a couple of pluses and a couple of deltas; choose them based on impact on participant learning and/or so that they feel heard. Tell how we will respond today or what they can expect. For the pluses or deltas that are about group behavior, encourage the group to keep doing the positive and to monitor or minimize those things that could help the learning environment be improved.

8. A Synectics Activity How is Mathematics like
FOCUS IN HIGH SCHOOL
A Synectics Activity
How is Mathematics like
English Language Arts and Literacy?
5 min
Speaker Notes:
1 min - Our minds have been wrapped up in the English Language Arts and Literacy world these past two days and now we need to be able to transition into mathematical thinking and learning.
We’ll do this through a brain-friendly exercise called a Synectics activity. The term Synectics comes from the Greek and means the joining together of different and apparently irrelevant elements.
Take 20 seconds to think on your own (time this)
<Click> How is Mathematics like English Language Arts and Literacy?
3 min - Turn and share at your tables
1 min – Ask whole group for 1-2 share-outs
Transition: It’s a good thing you all see so much in common with math! Let’s get into it then…

9. Time for a Classroom Visit
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 writing so that you can provide low-inference feedback later.
Consider feedback.
What points of feedback would help this teacher grow in terms of instruction of mathematics?
1 min
Speaker notes:
Throughout the day, we will be using video for virtual classroom observations. As in introduction this session Focus, we will watch a video and pretend the teacher is a teacher in our building. Write down your evidence for feedback (please do not sit and watch as if it is a TV show!). As you think about “feedback for growth,” consider both what you will praise and what you will help the teacher polish.

10. Informal Classroom Observation
FOCUS IN HIGH SCHOOL
Informal Classroom Observation
11 min video
Speaker Notes:
Be sure to have loaded the video prior to participants’ arrival by opening the link and letting it begin to run. This should then have the video ready to view without buffering.

11. 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.
9 min
Speaker Notes:
NOTE to FACILITATOR: Don't give everything away here; just see what participants come up with; they are meant to arrive to the big take-aways on 2nd viewing.
4 min – Turn & Talk w/ partner
3 min – Whole group share:
1 min - ask for 1 piece of positive feedback with supporting evidence and
1 min - 1 piece of improvement supporting evidence (don’t ask for feedback for improvement since a coach should gather more information about the teacher’s thinking before providing feedback).
1 min - If it doesn’t come up, ask: Did anyone check to see if this standard is part of the major work of Algebra 2?
Standard: S.CP.9
1 min - TRANSITION: There is a lot of strong instruction going on in this classroom, and we will come back to this video again to discuss further. First, let’s learn a little about the Focus Shift so we can deepen our understanding before assessing Ms. Collins’ instruction any further.

12. FOCUS IN HIGH SCHOOL Framing the Challenge
Are students ready for college level math?
1 min
Speaker Notes:
A 2010 survey from the National Center for Public Policy and Higher Education, and the Southern Regional Education Board (SREB) has revealed they are not. (Readiness Gap based on need for remediation in English and/Mathematics)
“Figure 1 shows the extent of the college readiness problem by portraying the gap between eligibility for college and readiness to do college-level work. Students in public colleges and universities attend one of three types of postsecondary institutions: highly selective four-year institutions, somewhat selective four-year institutions, and nonselective or open-access two-year colleges. The readiness gap is nominal in the most selective universities because their admissions criteria screen out most students who are underprepared. The gap is huge, however, in the other two sectors of higher education, which serve between 80% and 90% of undergraduates in public institutions.”

13. 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 that 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.”
1 min
Speaker Notes:
Do not read it, but point out the highlighted text.
So how do we get more students ready for college and career?
The National Mathematics Advisory Panel studied all the relevant research and came up with this recommendation: curricula must focus on the key elements of algebra.

14. FOCUS IN HIGH SCHOOL Look at the Standards for Your Grade
What do you notice about the major content for your table’s courser? How do the standards at prior grade levels lead to student success in your course later on?
6 min
Speaker Notes:
Handout the PARCC Model Content Frameworks document .
Ask participants to find the standards in their grades that will lead to success in algebra. Then ask participants to share.
Algebra and Algebra II teachers should be able to name almost any standard in the Algebra and Functions categories.
Geometry teachers may initially not find standards but note that work within G-GPE (coordinate geometry), G-GMD (work with volume formula in real world situations, and G-SRT (trigonometry, proportionality with figures) are related to algebraic elements.

15. “F-IF.A.1” FOCUS IN HIGH SCHOOL Quick Review Conceptual Category
Domain
Cluster
Standard
1 min
Speaker Notes
Discuss structure of the standards. Emphasize importance of cluster as a frame to the standard.
Lessons, activities and tasks, and assessment items should roll up to the domain and cluster level.
“F-IF.A.1”

16. Before We Start… Using the App in Math
FOCUS IN HIGH SCHOOL
Before We Start… Using the App in Math
1 min (quicker if everyone has it; if not, have them do it as you proceed….)
Speaker Notes
Confirm everyone has the app on their phone OR is using the CCSS website on their computer
Apple:
Android:
Windows:
Amazon:

17. Before We Start… Using the App in Math
FOCUS IN HIGH SCHOOL
Before We Start… Using the App in Math
30 sec
Speaker Notes
To find standards:
Choose “Standards”
Choose “Math-Traditional.” (Traditional refers to the high school course organization of “Algebra 1”, “Geometry”, and Algebra 2”;this is prevalent in the USA)
Choose a grade.

18. Before We Start… Using the App in Math
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
1 min
Speaker Notes
To find standards - continued:
Scroll to find a standard within a domain & cluster. (language is included after the code to give some indication of what the standard is about.)
Once a standard is chosen: Swipe left and right to see the standards before and after the one you chose.
NOTE: Call out that standards in curriculum and other resources don't always include cluster letter but they are in this app; Don't forget to show how to use search bar

19. Quick Task: Using the App
FOCUS IN HIGH SCHOOL
Quick Task: Using the App
You are in a 10th grade 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.
4 min
Speaker Notes:
possible answers: HSA-REI.A.1
this is a task from Illustrative Mathematics
Share these ideas for getting to the standard:
Possibility 1:
Select Algebra
select domain “Reasoning with Equations & Inequalities”
select the first standard in the domain and swipe until you read the standard about understand solving equations as a process of reasoning and explain the reasoning
Possibility 2:
type “expressions” in the search bar
scroll until you see High School Algebra (HSA) standards
If time: Ask participants if they had any other ways of finding the standard.

20. 30 secs
Speaker Notes:
The first shift is indeed called focus and requires a deep focus on a smaller number of topics.
IMAGE CREDITS:
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.”

21. FOCUS IN HIGH SCHOOL
Content Emphases
Guidance from SAP 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.
4 min – handout: PARCC Model Content Frameworks
Speaker Notes:
Student Achievement Partners (SAP) is a nonprofit founded by lead writers of the Common Core and works to provide resources for understanding the Common Core.
Major content is the most essential for future work in mathematics.
Major content indicates what the majority of time should be spent teaching this content. The materials should devote at least 65% and up to approximately 85% of the class time to the major work of the grade (with Grades K–2 nearer the upper end of that range, i.e., 85%).
These are guiding principles of the PARCC and Smarter Balanced assessments.
Note that CLUSTERS, not individual standards, are organized into categories; Suggest importance of familiarity with the clusters for a grade level and the types of standards that would be in each cluster.
Ask: 30 sec – WHOLE GROUP
What is the emphasis in Kindergarten?
POSSIBLE QUESTIONS FROM PARTICIPANTS:
Are you saying that teachers can cut out the supporting and additional standards? No, we are saying that that work should be done, and it should be done in connection with context/linking to major standards. But this organization can be used to prioritize when making tough curricular decisions.
From the PARCC Model Content Frameworks for Mathematics: “To say that some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. All standards figure in a mathematical education and will therefore be eligible for inclusion on the PARCC Assessment. However, the assessments will strongly focus where the standards strongly focus.”
What if my curriculum tells me to...? Also I think we need to somehow emphasize the challenge of non-aligned/"aligned" curriculum and the impact that can have on teacher focus.

22. Your Turn—5 minutes In table groups, look at your assigned content.
FOCUS IN HIGH SCHOOL
Your Turn—5 minutes
In table groups, look at your assigned content.
Identify the major work of the course.
Be prepared to report out your decisions.
6 min (30 sec for directions; 5+ min for work time)
Speaker Notes:
Each table will have 5 minutes to look at a course in the PARCC Model Content Frameworks handout (Assign each table to review 1 course: Algebra 1, Algebra 2 or Geometry) and prepare to report out the major work of the course. As you do, please also notice what is NOT there.
NOTE: Make sure that session participants can go back and forth between this document and the common core app. Can suggest download full PDF with all grade levels and perhaps use iBook.
Click through each of the next slides when time to share-out that group/grade level…

23. Focus in Algebra 1 FOCUS IN HIGH SCHOOL 2 min Speaker Notes:
What is the emphasis in Algebra 1? (concept of a function; understanding/using structure of expressions; mathematical modeling). The little lines mean that that is distributed across courses, e.g. shared with Algebra 2
Major Clusters
Supporting Clusters
Additional Clusters

24. Focus in Geometry FOCUS IN HIGH SCHOOL 2 min Speaker Notes:
What is the emphasis in Geometry? (defining congruence and similarity, using algebraic geometry; mathematical modeling)
Major Clusters
Supporting Clusters
Additional Clusters

25. Focus in Algebra 2 FOCUS IN HIGH SCHOOL 2 min Speaker Notes:
What is the emphasis in Algebra 2? (understanding/using functions and the structure of expressions to model)
Major Clusters
Supporting Clusters
Additional Clusters

26. FOCUS IN HIGH SCHOOL Focus on Algebra
1 min
Speaker Notes
The authors of the Common Core and their lead partners have developed a set of criteria for evaluating high school materials to see whether they’re truly aligned to the Common Core; one criteria is that students spend the majority of their time focused on the skills that have been determined to be most widely applicable to postsecondary education (fourth courses, a range of college majors, careers, etc.).
We’ll look more closely at this document later; for now, just note that in high school, algebra continues to be a priority­­ especially the idea of seeing structure in expressions and using that structure to help us make sense of and solve problems (which is echoed by MP.7)

27. Focus on Functions FOCUS IN HIGH SCHOOL 1 min Speaker Notes:
You can also see from this table that high school also places a heavy emphasis on functions; many of the other “major work” or key ideas support students’ development of an understanding of functions.
Notes: when this was written an attempt to not take a stand on any particular curriculum.. A subset of the standards… “widely-applicable” there’s a lot of work in HS but some of it rises to the top of what kids must master.

28. Summary What is the major work in high school for each course?
FOCUS IN HIGH SCHOOL
Summary
What is the major work in high school for each course?
Algebra I?
Geometry?
Algebra II?
2 min
Speaker Notes:
What is the major work in high school?
Participants in Algebra I and Algebra II should note standards related to creating equations (A-CED), seeing structure (A-SSE), solving equations and inequalities (A-REI), and most clusters in the functions category (F-IF, F-BF, F-LE).
Participants in Geometry should note the study of congruence (G-CO) and similarity (G-SRT), as well as modeling (G-GMD).
IMAGE CREDITS:

29. Task Analysis (Whole Group)
FOCUS IN HIGH SCHOOL
Task Analysis (Whole Group)
20 sec
Speaker Notes:
To see what the major work looks like (and does not look like) at each grade level, let’s dive in and do some math.
One purpose for this section is to understand what it means for tasks to align to content standards and to understand better what constitutes the major work at each grade level.
A second purpose to experience a questioning protocol for you to use to develop teachers and/or leaders as they deepen their understanding of the demands of the standards.
Illustrative Mathematics is an important resource we will use.

30. Protocol Do The Math Discussion Questions:
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?
1 min
Speaker Notes:
Here is the protocol we’ll use. This protocol is an excellent way to drive planning and learning with teachers.
Use these questions in planning sessions to help unpack what is required by the standards, to help ensure Focus, to help understand across grade coherence.
Use these questions to debrief a lesson that you observed.
NOTE: If people groan or seem uncomfortable doing the math – gently remind them of framing around varying levels of comfort with doing math; Connect to growth mindset, points in Kate’s keynote; Principals will need to deal w/ math a bit and to supervise it from a content place. This training will require us to do some math, but more importantly, will give you some look-fors and some questions to ask when you’re completing those instructional observations - even if you don’t have a math background.

31. Task 1 Do the Math Pairs Discuss
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?
15 min
Speaker Notes:
3 min
Take a look at this example task and do the math individually for 3 minutes.
8 min Partners discuss
What grade and standard is this aligned to?
Is it part of the major work?
What are the knowledge and skills required to be successful on this task?
How does this connect to major work in the grades above and below?
4 min share out
Look for or provide the following responses:
Elicit/highlight that this problem asks students to use an algebraic approach to make a generalizable argument­­ the argument made demonstrates the commutative property of multiplication­­ and to reason about quantities in a way that supports the application of multiplication to a common context (or, as the language in the Modeling domain says, supports the analysis of empirical situations to improve decision­ making).
The task aligns to A­SSE.B (cluster alignment) and connects to further algebraic work in Algebra II with exponential expressions. It also connects to 7th grade work with using the structure of expressions to solve problems. This cluster is supporting in Algebra I and major in Algebra II­­ it is also important because it is part of the “Widely Applicable Prerequisites” list.
While the actual mathematics required is middle grades (multiplying percentages), the quantitative reasoning and generalization involved makes this a high school-level (Algebra 1) problem.

32. Observing for Focus 1 min Speaker Notes:
Transition - We will now apply what we have learned to the classroom setting. We want to be proficient at identifying the grade level standards, determine whether the standards being taught are the major work of the grade, and know the questions to ask that will deepen teachers’ understanding of the math. Let’s go back and observe Ms. Rabideau’s lesson again – this time for Focus, the math knowledge and skills required, and the math above and below the grade level.

33. Observing for Focus Watch the video again. Standard: S.CP.9 Prepare:
FOCUS IN HIGH SCHOOL
Observing for Focus
Watch the video again.
Standard: S.CP.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?
2 min
Speaker Notes:
2 min Let’s go back and watch the video with the Focus lens. Let’s start by preparing – get your standards queued up for the standard and pull up the content emphases for Algebra II and Geometry (since this is an algebra2/trig class).

34. Observing for Focus FOCUS IN HIGH SCHOOL 11 min video Speaker Notes:
Be sure to have loaded the video prior to participants’ arrival by opening the link and letting it begin to run. This should then have the video ready to view without buffering.

35. After the Observation To what grade and standard is the task aligned?
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?
8 min
Speaker Notes:
5 min – First, you will deconstruct what you just saw in terms of Focus. Turn & Talk w/ partner
3 min – Whole group share
Likely a good point to reframe with goals for institute as participants struggle (we're all in a "gotcha" moment, this is intellectual atmosphere to confront our assumptions about what we thought worked, emphasis must be on standards-alignment and observation/supervision against the standards)
MAIN POINTS
There is an interesting conversation to be had around the role of the + standards.  ON the other hand, it’s likely going to be pretty rare in a 12th grade Algebra 2 class.  The standard, S.CP.9 is actually a (+) standard; it’s above the CCR line.  Great question then, is why spend time here?  Also, it’s interesting to note she is combining the Statistics standard with A.APR.5, which is also a plus standard. 
QUESTIONS PARTICIPANTS MAY ASK:
But the teacher's (pedagogy) was solid...how can I expect more than this in my building? If what's being taught doesn't align to the depth of the standards and focus where it's supposed to, it doesn't matter how well the lesson is taught. Students won't get where we need them to to be (short term, proficient this year; long term, college and career ready).
But shouldn't we break down the standard and teach and assess its individual parts? Breaking down standards into discrete concepts, skills and vocab is a powerful tool for teachers when planning instruction and anticipating student errors or misconceptions--both at the before instruction and when analyzing student work. But getting students to true mastery of the standards requires they be able to do the entire standard, not just a portion of it, or multiple portions of it in isolation of each other. If students aren't ready, teachers must figure out how to slow down and/or scaffold, but the standard should be taught and assessed as a whole.

36. FOCUS IN HIGH SCHOOL
After the Observation
What questions would you now want to ask Ms. Collins?
2 min
Speaker Notes:
Solicit 1-3 answers (don’t spend much time here). We have a couple to suggest that can help unpack her thinking and provide opportunities for her development.

37. Questions that Develop
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?
2 min
Speaker notes:
We’ve already spent a good deal of time deepening our own learning using the first set of questions (in gray). Use them first to get a strong understanding of the teacher’s understanding of the math and the standards. This second set of questions will provide a window into the planning and decision-making that drove the teacher’s lesson. It also leads the discussion into the “what’s next” for these students.
How are these questions the same or different than the way you usually debrief classroom observations? How would these questions help develop your teachers?

38. Reflection: Focus Think about Common Core implementation.
FOCUS IN HIGH SCHOOL
Reflection: Focus
Think about Common Core implementation.
What is the state of curriculum, planning and professional development around Focus?
What are some preliminary steps that are needed to improve the state of Focus?
In your role, what systems can you access, adjust or initiate? For example:
Professional development
Planning
Observation and supervision
5 min
Speaker Notes:
4 min
In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on how focus is currently going in our context and what next steps for improvement you could take.
Sum up: This is really about having standards front and center for teachers, observation and planning supports around lesson planning and delivery. And a culture of intentionality around the selection of or implementation of curriculum.

39. Take a break… IMAGE CREDITS:

40. FOCUS IN HIGH SCHOOL Reference List
Slide
Source
10-11; 33-36 12
14; 21-27 16
Apple:
Android:
Windows:
Amazon:
29-31

41. Image Credits FOCUS IN HIGH SCHOOL
Slide 21, 28:
Slide 39: