1. Owning Your Math Curriculum:
How to Adapt for the
Students in Your Care
Winter 2017

2. ADAPTATIONS IN MATH The Week at a Glance
Day
Ideas
Monday
8:30–5:00
Writing in an Era of Higher Standards
Tuesday
8:30–4:30
Owning Your Math Curriculum:
How to Adapt for the Children in Your Care
Wednesday
Ensuring Quality Instructional Tasks in Mathematics
Thursday
English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom
Friday
8:30–2:30
Systems Thinking for Leaders Who Want Different Results
1 min.
Speaker’s Notes:
Here is what this week will look like.

3. ADAPTATIONS IN MATH Feedback on Feedback
Plus
Delta
Speaker’s Notes

4. ADAPTATIONS IN MATH 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.”
4 min.
Speaker’s Notes:
We have norms for learning together this week. At different points in the week, we may remind you of a norm if we think it has been slipping—or you can remind one another.
You can read these for yourselves, but let me expand on a couple:
Take responsibility of yourself as a learner:
Keep an open mind (esp. about what don't know or thought you knew).
Stay in learning orientation vs. performance orientation—growth mindset.
Be an active and hands-on learner.
Be active during video observation by capturing evidence in writing.
Use technology to enhance learning.
Be present (monitor multi-tasking, technology, honoring timeframes).
Equity of voice:
Share ideas and ask questions, one person at a time (airtime).
Contribute to a learning environment where it is “safe to not know.”
Appreciate everyone's perspective and journey.
Be okay with discomfort and focus on growth.

5. ADAPTATIONS IN MATH Objectives and Agenda
Participants will be able to prioritize instructional adaptations that preserve and emphasize rigor.
Participants will be able to design a change process that makes the case for changing lesson planning practices
Agenda
Connect to Previous Learning
Load Bearing Walls
Building Staircases using Coherent Content in Context
Planning and Leading the Change Process
2 min.
Speaker’s Notes:
Read through the objective and connect to agenda as “how we’ll ge there”

6. Connecting to Previous Learning: Rigor

7. ADAPTATIONS IN MATH Seeing Rigor in the Standards and Tasks
Conceptual Understanding
Billy wanted to write a ratio of the number of apples to the number of peppers in his refrigerator. He wrote 1:3. Did Billy write the ratio correctly? Explain.
6.RP.A.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
Billy is incorrect. There are 3 apples and 1 pepper in the picture. The ratio of the number of apples to the number of peppers is 3:1.
4 min
Speaker Notes:
Take a look at this problem from EngageNY. What aspect of rigor is highlighted in this example? Allow participants time to discuss and then click to show the standard and header: “conceptual understanding.”
Talking points:
The standard 6.RP.A.1, with its use of “understand,” emphasizes conceptual understanding.
The task builds conceptual understanding of the meaning of a ratio and the use of ratio language to describe the relationship between the two quantities (number of apples and number of peppers) in this particular order by requiring students to explain the meaning of the numerical representation.
Conceptual Understanding comes from the language of the Standards, instances where standards require ”understanding”. Ways to build conceptual understanding are to have high quality conceptual problems and questions, and engaging students in class discussions asking them to justify their answers, explaining why a mathematical statement is true, or where a mathematical rule comes from.
This particular problem came from EngageNY (Grade 6 – Module 1 – Topic A – Lesson 2)
Reference:

8. ADAPTATIONS IN MATH Seeing Rigor in the Standards and Tasks
7.NS.2.c - Apply properties of operations as strategies to multiply and divide rational numbers.
Procedural Skill
Integer Division Problem
Related Equation Using Integer Multiplication 4 3
4 min
Speaker Notes:
This Grade 7 example is an exit ticket from EngageNY.
What aspect of rigor is highlighted in this example? Allow participants time to discuss and then click to show the standard and header: “procedural skill and fluency.”
Talking points:
The standard is 7.NS,2,c - Apply properties of operations as strategies to multiply and divide rational numbers.
It allows students develop multiple strategies to perform operations efficiently.
As you know, Procedural skill and fluency is no longer specifically called out by the use of the word fluent or fluently outlined in the Standards. For the remainder of middle school, the goal of developing fluency is more about building ease of manipulation with mathematical structures than about calculations.
ASK: So, beginning in grade 7, how will we know in what concepts students need to build fluency?
Popcorn the room: You are looking for PARCC Model Content Frameworks. It provides a section entitled Key Fluencies and Examples of Culminating Standards.
Progress toward fluency goals is interwoven with students’ developing conceptual understanding of the operations in question. Building fluency is about giving students opportunities to practice the skills consistently, and not with mnemonics or tricks. You might have timed fluency practice sprints or other consistent opportunities for students to build that fluency.
SOURCE:

9. ADAPTATIONS IN MATH Which Aspect of Rigor?
7.RP.3: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Application
Terrence and Lee were selling magazines for a charity. In the first week, Terrence sold 𝟑𝟎% more than Lee. In the second week, Terrence sold 𝟖 magazines, but Lee did not sell any.
If Terrence sold 𝟓𝟎% more than Lee by the end of the second week, how many magazines did Lee sell?
Choose any model to solve the problem. Show your work to justify your answer.
4 min
Speaker’s Notes:
Take a look at this problem - another exit ticket from ENGAGENY. Which aspect of rigor does it address?
As you may have guessed, This APPLICATION problem addresses standard 7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. (CLICK)
Real world applications allow students to demonstrate their reasoning using multiple representations. The use of tape diagrams or double number lines are helpful tools to problem solve. As you can see in the example, a visual representation can be used just as effectively.
This does not mean that students would not be able to access the solution to this problem otherwise. (CLICK).
Let 𝒎 be the number of magazines Lee sold.
𝟏𝟓𝟎%−𝟏𝟑𝟎%=𝟐𝟎%, so 𝟎.𝟐𝒎=𝟖 and 𝒎=𝟒𝟎
Application is not “just doing a bunch of real-world problems,” but should genuinely require that students know which ideas to apply when. You might see students applying their knowledge of proportional relationships using a variety of a models. The use of models builds slowly across K-8. Students should have ample opportunities to model problem situations in concrete ways, prior to engaging in these situations with pictorial and abstract representations.
Algebraic Model
Let 𝑚 be the number of magazines Lee sold.
150%−130%=20%, so 0.2𝑚=8 and 𝑚=40
Visual Model
20%→8
100%→40

10. ADAPTATIONS IN MATH Reviewing Rigor
In both instruction and curriculum, a balance among:
Conceptual Understanding
Application and Modeling
Procedural Skill (and fluency)
1 min.
Speaker’s Notes:
Hit the high notes here- that all three exist to support “rigor”
Click
Highlight that, among the three, Conceptual Understanding and Application/Modeling are the highest tent poles for long term retention and use.

11. Load-Bearing Walls or…
“What the Heck Do We Do with Kids Who are So Behind in the Time We Have?!”

12. work to deeply understand the main math concepts
ADAPTATIONS IN MATH Load-Bearing Walls
Raise Your Hands:
Of the following preparation tasks, which one, in your experience with teachers, is done the least often?
Answers:
gather materials
do all the math
work to deeply understand the main math concepts
anticipate students’ responses
2 min.
Speaker’s Notes:
Read through the question, which is an activator, of sorts; give people time to read the answer choices and then have them raise their hands to vote. Ideally, they’ll choose C or D, which are the focus of the work today.

13. What we do Why? Our Focus Today
ADAPTATIONS IN MATH Load-Bearing Walls
What we do
Why?
“Logistical Stuff” Gather materials, print things out
Pretty non-negotiable! 
Do ALL the math. Do the problems, exercises, and activities. Especially the Exit Ticket!
Understand the target of the lesson.
Preempt student misconceptions.
Understand levels of difficulty in problems for differentiation purposes.
Reference the Standards addressed. How does the lesson build to what’s described?
Understand the “load-bearing walls.”
What is important?
What isn’t that important?
Consider the students in front of you.
Adapt and add scaffolding as needed.
Meet students where they are.
4 min.
Speaker’s Notes:
Read through the different pieces, with an emphasis on the ”Why” column; note that we are going to spend time on the last two rows.
For “do all the math” think about HOW you do the math- are you doing in accordance with the standards? Are you proceduralizing when you should be building understanding? And where can you go to check yourself? The content guides and/or the progressions!
Our Focus Today

14. ADAPTATIONS IN MATH The Load-Bearing Walls—An Example
Here’s a standard—what would be important to see in a lesson to ensure kids are making progress toward this standard? Why?
7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
4 min.
Speaker’s Notes:
Ask participants to write themselves a note in response to the prompt, then have them share out however you like.
Let’s look at this standard. What would be important to see in the lesson to ensure we are meeting this standard? Consider the specific language of the standard and the targeted aspects of rigor.
Some things to notice: specific forms of equations; explicit comparison of algebraic and arithmetic solutions; equations should involve all manner of rational numbers; procedural aspect in fluent equation solving; application aspect in representing various “real-world or mathematical” problems.

15. ADAPTATIONS IN MATH The Load-Bearing Walls—An Example
Representations
7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
Number sets,
Algebraic objects
All verbs
Methods

16. EngageNY Grade 7, Module 3, Lesson 8, Example 1
ADAPTATIONS IN MATH Here’s a Lesson:
10 min.
Speaker’s Notes:
Refer to the Handout (for readability’s sake):
Show first half of lesson and ask question; the CLICK to show second half of lesson:
What about this problem and the way it’s presented in the lesson aligns it to the standard? Give participants a few minutes to think and discuss. They should notice that students are solving an equation derived from a “real-world” problem, that they’re solving in two ways (allowing them to compare methods in the ensuing discussion), and that they’re working with rational numbers. Work like this develops fluency with solving equations, too.
EngageNY
Grade 7,
Module 3,
Lesson 8,
Example 1

17. ADAPTATIONS IN MATH What Often Happens in Class?
Speaker's Notes (10 min):
This is the way the discussion following the problem was planned [on the left- REFER TO HAND OUT #2] then CLICK…and this is how it played out [REFER TO HANDOUT #3].
What’s missing? (Give participants a few minutes to think and discuss. Prompt them to think about why the teacher might have eliminated these sections of lesson. One reason might be that she/he just didn’t realize which parts were important; another might be that the most important parts of a lesson often require the greatest amount of “heavy lifting” from students, so are the hardest to get right.)
And what’s the result? (Give participants another minute or so to discuss. Basically, the lesson has become about the mechanics of equation solving, rather than about interpreting situations or seeing the connections between arithmetic and algebraic methods.)
(Note: there is some nuance in this example. This teacher may have had a reason for focusing on the algebraic “moves” involved with solving. However, she/he will need to raise the other important questions in this sequence later in her/his instruction so that students are exposed to the full standard. The message to participants should be that it’s okay to be selective in planning, but that we want to make intentional, standards-aligned choices.)

18. “Use variables to represent quantities…”
ADAPTATIONS IN MATH The Load-Bearing Walls
“Use variables to represent quantities…”
“Solve equations of these forms fluently.”
Speaker's Notes (5 min):
Here’s one possible solution to the problem [REFER TO HANDOUT #4]. What did this teacher do? Participants should quickly see: read the lesson with an eye to what’s most important, and highlighting those in the plan.
What did this person highlight? CLICK One question that asks students to explain how they represented the problem algebraically; another that analyzes the algebraic “moves” being made; and a third question that asks them to compare the algebraic and arithmetic solution methods. The others aren’t entirely negligible, but at least we have a clear picture of which questions directly target the standard.
“Compare an algebraic solution to an arithmetic solution…”

19. ADAPTATIONS IN MATH In Summary, to Find Load-Bearing Walls
What are the key points of the standard?
Number sets and Algebraic Objects (equations, proportional relationships, functions, etc…) involved
Conceptual Understanding- strategies, representations, explanations
Any application/modeling?
Any summary procedures (those which are clearly based on conceptual understanding)?
What are the key parts of the lesson, based on the standard?
Key moments of concept development- strategies, representations, explanations
Application/modeling opportunities
Summary procedures, and their commensurate numbers
3 min.
Speaker’s Notes:
Read through the steps/guiding questions.
The main idea behind highlighting “summary” is that we are mindfully avoiding/preventing the proceduralization of concepts. So, procedures- such as algorithms, mental math, fluency etc… are the result of heavy work on concepts, and we should not allow for the skipping over of the concept work.

20. Module 1, Lesson 25 Lesson 10 Module 2, Lesson 2 A-REI.1 G-CO.8
ADAPTATIONS IN MATH At Your Tables: Highlight the “Load-Bearing Walls”
Grade 6
Grade 7
Grade 8
6.RP.A.3
6.RP.A.3.C
7.RP.A.2
7.RP.A.2.D
8.G.A
8.G.A.2
Module 1,
Lesson 25
Lesson 10
Module 2,
Lesson 2
15 min.
Speaker’s Notes:
(8 min) At our grade-level tables, we’re going to practice finding the load-bearing walls in an exemplar lesson. Before we get to the lesson plan itself, though, we need to look at the standards involved. What types of “load-bearing walls” would you expect to see in lessons for these standards? (Give participants two minutes to read standards and discuss at tables. Take one response from each table.)
(10 min) Okay, now it’s time to take a look at our lessons. (Reveal.) Where do you see the “load-bearing walls”? Highlight or mark up this lesson in the same way you would if you were delivering it to students. (Give another few minutes for participants to read and discuss. Table leaders will assist.)
Make a poster, as a group, bulleting out the LBW you found.
Algebra I
Geometry
Algebra II
A-REI.1
G-CO.8
A-REI.2
Module 1, Lesson 1
Module 3, Lesson 2

21. Building Staircases Using Coherent Content in Context
Speaker’s Notes:
Building Staircases Using Coherent Content in Context

22. ADAPTATIONS IN MATH Accelerating with the 3 Cs
Let’s look at the standard again. What are the prerequisites for this standard?
7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
7.EE.B.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
8 min.
Speaker’s Notes:
Ask participants to write themselves a note in response to the prompt, then have them share out however you like.
Note—this standard is not in the current Grade 7 content guides and will require some “sleuthing” (i.e., reading standards and coherence map).
IMAGE CREDIT

23. ADAPTATIONS IN MATH Prerequisites for 7.EE.B.4
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem…
6.EE.B.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q…
7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers…
7.NS.A.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Speaker's Notes (5 min):
Take ideas and reveal answers.
Obviously, there are all kinds of connections within the standards, but these are probably the most notable.
Remind that coherence map is one tool to use.

24. Coherent Content in Context
ADAPTATIONS IN MATH Accelerating with the 3 Cs
Coherent Content in Context
Coherent Content:
prior concepts in the progression of learning objective
in Context:
focused on the context of the current grade level standards
3 min
Speaker Notes:
[CLICK] Using the map, talk about how we now know both where we are going and where kids should have been. Question now is, how do we help kids get there?
Answer is: [CLICK]: Coherent Content in Context.
TELL: “Coherent Content in Context means:
Honoring the progression of grade level learning;
Focusing instruction of the concepts that are important for the attainment of the CCSS; and
Providing remediation that is fast and effective.”

25. Draw a tape diagram that shows the situation.
ADAPTATIONS IN MATH What could I ask students to do within the lesson?
6.EE.B.7
Samantha bought 3 candy bars and paid $ How much did each bar cost?
Draw a tape diagram that shows the situation.
Write a numerical expression you could use to solve.
Write an algebraic equation you could also use to solve.
Solve your equation.
Speaker's Notes (5 min):
Let’s look at our Grade 7 lesson once more. This problem “dives into” grade-level material without much connection to what students already know. (Those who use EngageNY know that the fluency activities often perform this function, but let’s set that aside for a moment.) What sorts of problems, questions, or activities from Grade 6 or earlier in Grade 7 could we use to get students thinking along the same lines as 7.EE.B.4? (Give participants a few minutes to discuss. Listen in and have 1-2 participants share connections to Grade 6 solving simple equations, or Grade 7 operations with rational numbers.)
(Reveal problems.) So maybe this lesson begins with a problem like this one, which involves all of the same concepts and skills students will need for Grade 7 work, but at a level of complexity they’ve experienced before. A few processing questions might follow; for example, “How are your expression and the solution to your equation similar? How did you know to divide by 3 (or multiply by 1/3) in your solution?” By clearly connecting to prerequisite knowledge, students should have a general idea of where they’re going, even though there will be more details to handle in Grade 7.
Give people time to work through this in groups and then share ideas.

26. ADAPTATIONS IN MATH In Summary, to Build Staircases
What are the pre-requisite standard(s)?
Which ones are most applicable based on the lesson’s targets?
One can find activities to insert at the to of a lesson by searching exit tickets from lessons aligned to the standards (this takes some thoughtfulness).
Keep it brief!
3 min.
Speaker’s Notes:
Read through the steps/guiding questions.
The main idea behind thoughtfulness is matching the task to context of the grade level instruction- so that the warm-up and the lesson coherent build understanding.

27. Grade 6 Grade 7 Grade 8 6.RP.A.3 6.RP.A.3.C 7.RP.A.2 7.RP.A.2.D 8.G.A
ADAPTATIONS IN MATH You Try—Building the Staircase
Grade 6
Grade 7
Grade 8
6.RP.A.3
6.RP.A.3.C
7.RP.A.2
7.RP.A.2.D
8.G.A
8.G.A.1
Module 1,
Lesson 25
Lesson 10
Module 2,
Lesson 2
20 min.
Speaker’s Notes:
For reference as you’re working, here are the standards and lessons we’re dealing with.
Make a poster, as a group, bulleting out the staircases you built.
Add them to your posters.
IMAGE CREDIT
Algebra I
Geometry
Algebra II
A-REI.1
G-CO.8
A-REI.2
Module 1,
Lesson 1
Module 3,
Lesson 2
What are the pre-requisite standard(s)?
Which ones are most applicable based on the lesson’s targets?
One can find activities to insert at the to of a lesson by searching exit tickets from lessons aligned to the standards (this takes some thoughtfulness).
Keep it brief!

28. ADAPTATIONS IN MATH World Café Protocol
1 min
Speaker Notes:
Introduce the World Café as a protocol we will use to review the different staircases.
IMAGE CREDIT:
Drawing on seven integrated design principles, the World Café methodology is a simple, effective and flexible format for hosting large group dialogue.

29. Process Purpose To reflect on the work and learning from today
ADAPTATIONS IN MATH World Café Protocol
Purpose
To reflect on the work and learning from today
To move (at least 3 times) and get a diverse set of perspectives
To capture a cumulative and visual representation of the ideas discussed in each round
Process
Individual and quiet reflection
Group chairs, 4s, knee-to-knee
6’ each, 3 rounds of questions, 1 person captures visual representation of discussion on chart paper
After each round, move to new group (1 person stays behind to represent)
1 min
Speaker Notes:
Review

30. Create an intimate, small group space for your conversations
ADAPTATIONS IN MATH 1 minute—Set Up
Create an intimate, small group space for your conversations
1 min
Speaker Notes:
Review – they should be knee-to-knee around a blank piece of chart paper and with some markers.
IMAGE CREDIT:

31. occurred as a result of this process today?
ADAPTATIONS IN MATH 6 minutes—Round 1
What ah-ha moments
occurred as a result of this process today?
6 min
Speaker Notes:
As you discuss this question, create a visual representation on the chart paper
IMAGE CREDIT:

32. Ready – Go! Thank your colleagues 3 of you move to 3 new groups
ADAPTATIONS IN MATH 1 minute—Move to Your Next Group
Thank your colleagues
3 of you move to 3 new groups
1 person remains to represent the views of your first group
Ready – Go!
1 min
Speaker Notes:
Make sure they split up.
IMAGE CREDIT:

33. How do you see using this in practice back in school(s)?
ADAPTATIONS IN MATH 6 minutes—Round 2
How do you see using this in practice back in school(s)?
6 min
Speaker Notes:
As you discuss this question, add to the visual representation on the chart paper
IMAGE CREDIT:

34. Ready – Go! Thank your colleagues 3 of you move to 3 new groups
ADAPTATIONS IN MATH 1 minute—Move to Your Next Group
Thank your colleagues
3 of you move to 3 new groups
1 person remains to represent the views of your first group
Ready – Go!
1 min
Speaker Notes:
IMAGE CREDIT:

35. ADAPTATIONS IN MATH 6 minutes—Round 3
In what ways does this approach to adaptation reduce the effects of bias, racism and poverty?
6 min
Speaker Notes:
As you discuss this question, add to the visual representation on the chart paper
IMAGE CREDIT:

36. What do we now know as a result of our conversations?
ADAPTATIONS IN MATH Debriefing
5 min
Speaker Notes:
Ask the whole group:
<Click> What do we now know…
<Click> If there was a single voice…
IMAGE CREDIT:
What do we now know as a result of our conversations?
If there was a single voice in this room, what would it be saying?

37. Planning and Leading the Change Process

38. ADAPTATIONS IN MATH Leading the Change Process
1 min,
Speaker Notes:
We imagine, after this learning today, you want to school and teach your math coach and teacher teams the LBW-CCC lesson plan adaptation planning process. And typically, at the end of a session like this, we’d give you time to begin planning your action steps.
We’re going to ask you to slow down, though.
Your first task is not to conduct a PD session. Your first task is actually a persuasive one.
You first need to make the case for change. And we want to give you some frameworks, processes and tools to help you lead change.
IMAGE CREDITS:

39. 1 3 2 Context Key Stakeholders Process Goals Current Reality
ADAPTATIONS IN MATH Planning to Lead Change
Context
5 min
Speaker Notes:
5 min to explain.
This graphic is an adaptation of a Collaborative Planning Framework taught by the Interaction Institute for Social Change in Boston. We are adapting their framework to help us plan to lead change
To lead change well, first take a moment to think about the Context within which this change is going to be happening. As you think about the context in which you’d be bringing this change to your teachers, first make note of any influencers currently swirling around you at school. Consider the social, political, data and results, system, supervisory, trending, economic realities or structural arrangements that are driving the context in which this change would happen.
<Click> Then, it is wise to have a clear-eyed view of your Current Reality. This is the issue or problem or opportunity requiring action. It is the situation that needs to be addressed. This is another place to note your data.
<Click> Next, define where you want to be by clarifying your Process Goals. You don’t have to write formal, SMART goals, but you should know what the desired impacts or outcomes will be of the change effort – and that can include changes in structural arrangements and power relationships.
<Click> Identify the Key Stakeholders involved in this change effort. We define stakeholders as those people who are affected by the change; are needed to help implement it; could prevent it from occurring; are responsible for implementation; or who are passionate about the topic. Analyzing key stakeholders and identifying their “wins” will increase the chances of the change taking hold.
<And last, is the Change Process Design: what will you do by when and with whom? Design your change process to catch people up to your learning – and to build relationships to the work and each other.
Now, take 10 min to frame your own change effort and analyze your stakeholders by completing those two exercises in your handout packet. Choose one
Process Goals
Current Reality
Change Process Design
Key Stakeholders 1 3 2
Where are we now?
How do we get from here to there?
Where do we want to be?

40. 1 3 2 Now, frame your change effort and analyze your key stakeholders.
ADAPTATIONS IN MATH Choose One and Practice
Now, frame your change effort and analyze your key stakeholders.
In order to focus your learning and practice, choose just one team or department for which to complete these exercises.
Context
Key Stakeholders
Current Reality
Goals
of the Process
Change Process Design 1 3 2
Where are we now?
Where do we want to be?
How do we get from here to there?
10 min
Speaker Notes:
Complete Framing the Change Effort and Stakeholder Analysis exercises in handouts
Now, take 10 min to frame your own change effort and analyze your stakeholders by completing those two exercises in your handout packet.
Transition: Now that you’ve done a good analysis of where you are, where you want to go, and what to attend to with your key stakeholders, let’s move into how to make the case for change to them.

41. Problem or Opportunity
ADAPTATIONS IN MATH 5 Elements of a Strong Case for Change
Context
10 min
Speaker Notes:
5 min teach:
One of the reasons you take the time to Make the Case for Change, is to be able to meet your teachers where they – which is probably NOT here at the Standards Institute – and to speak in a way that you can be heard.
The purpose is for you to be able to clearly and succinctly assert to the stakeholders why the change is needed and what the benefits will be.
According to the Interaction Institute for Social Change, here are 5 elements for a strong case for change:
<Click> Context – When making the case, it is important to start by stating what is happening organizationally that requires attention and the need for change
<Click> Problem or Opportunity – This is where you specifically state the current situation or reality that is driving the need for change. This is a good place for data.
<Click> Implications – Listing the consequences of not acting provides an opportunity to outline the sense of urgency that should be felt by stakeholders.
<Click> Definition of Success - Provide a clear picture of what the outcomes you expect to see based on this change. This is an opportunity to paint a vision of success.
<Click> Benefits – This is where you spell out the gains and advantages of the changes you are about to make. This is an opportunity to speak to the wins from your stakeholder analysis.
5 min Ask: If you do this well, what benefits will you see?
MAIN POINTS: participants should hit on the following. Name any benefits that they do not:
Builds commitment to the change
Provides opportunity to share expectations and hopes
Sets up clarity and alignment of purpose, effort and work processes between those who will do the work and the change leader
Clarifies expectations, goals, milestones, etc.
Prevents confusion
Provides direct interactions with the change leader and opportunities for questions, interactions, etc.
Builds morale
IMAGE CREDITS:
Problem or Opportunity
Implications
Definition of Success
Benefits

42. Complete the Exercise: Practice Stating Your Case for Change.
ADAPTATIONS IN MATH Practice Stating Your Case
Organize – 10 min
Complete the Exercise: Practice Stating Your Case for Change.
Plan what you will say and how you will say it.
2. Practice - twice
You will practice speaking your case to another team.
You will receive feedback (plus/delta).
You will make adjustments and practice speaking your case again.
20 min
Speaker’s Notes:
Take 10 min to complete the Exercise: Practice Stating Your Case for Change in the handouts packet for the key stakeholder group that you analyzed. In this 10 minutes, you will also plan what to say, and how to say it.
At my signal, you will partner with someone else and practice stating your case. You will have 10 minutes total for each of you to state your case, receive feedback and do it again.
Here are some Do’s and Don’t’s to help you make the most of this.
Presenters:
Please Do:
Role play this by pretending your stakeholders are sitting right in front of you and you are speaking directly to them.
Tell the listener if there is a role you want them to play. They may ask a question or respond if there is something you want to practice answering, but this is primarily a speaking practice exercise.
Please Don’t:
Describe what you would say or talk about your case as if you are describing it to strangers. Practice speaking it.
Listeners:
Ask what role you should play in order to make this experience as authentic as possible. You can ask if there is a way to ask a question or respond (minimally), but mostly this is speaking-practice.
Make note of what the speaker does that feels right or that causes emotion or reactions in you. Provide honest feedback so they can improve the second time around.
Role play a difficult situation.
IMAGE CREDITS:

43. What did you experience? What are your reflections?
ADAPTATIONS IN MATH Practice Debrief
What did you experience?
What are your reflections?
What feedback did you receive that made your case stronger?
Did anything weaken your case?
5 min
Speaker Notes:
Ask the group to respond to any of the reflection questions on the screen.
Transition: Now that you have a strong case to make, it is time to do some more planning for leading these changes back at school.
IMAGE CREDITS:

44. 1 3 2 Context Now, design the rest of your change process.
ADAPTATIONS IN MATH Design a Change Process
Context
Key Stakeholders
Current Reality
Goals
of the Process
Change Process Design 1 3 2
Where are we now?
Where do we want to be?
How do we get from here to there?
20 min
Speaker Notes:
Using any planning or organizing method you prefer, use the time we have left to list other actins you want to take in the next month and quarter to lead this change.
Transition:
IMAGE CREDITS
Now, design the rest of your change process.
Design a 1 month and 3 months plan to lead the changes you want to see.

45. Feedback
Please fill out the survey located here:
-Click “February Institute” on the top right
-Click “Details” on the center of the page
5 min.
Speaker’s Notes:
Please fill out the survey to help us improve!

46. ADAPTATIONS IN MATH References
Slide
Source 3 7 9
16-18

47. ADAPTATIONS IN MATH Image Credits
Slide
Source
22, 27
28–36
38, 42
43, 44 45