Leadership Pathway: Focus in Grades K–5 Name

Leadership Pathway: Focus in Grades K–5 Name
Global Neutral a 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 Grades K–5 199 min as designed: 108 min before lunch; 91 min after lunch, including a 15 min break Speaker Notes: Participants should sit at grade-level tables. Materials: Index cards - Consider having participants complete as a Do Now so facilitators can reference this information: Name School/District or Organization Role A goal for the week A poster for Shift 1 with the shift written at the top, and split in half for each category: key take-aways and implications for practice. Post-its ® on tables Chart paper Markers Day 1 Handout Packets 1 video—Be sure to load the video prior to participants’ arrival by opening the link and letting it begin to run. This should have the video ready to view without buffering. Summer 2017

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. Speaker’s Notes: We are a team of former classroom teachers, curriculum writers, school leaders, and education experts who have worked in the private, public, and non-profit sectors. We are dedicated to teacher learning and teacher growth. We know that teaching is hard work and requires excellent training, high quality materials, and meaningful support for practitioners who are continuously striving to better serve their students. We provide educators with high-quality materials and hands-on professional development to help their students achieve the learning goals set by higher Standards. We empower educators to make strong instructional decisions through immersive training and access to free Standards-aligned resources to adapt for their classrooms, schools, and districts.

Introduction: Who I Am FOCUS IN GRADES K–5 Name 1 Name 2
*Facilitators edit slide and notes. Consider using bullets for role and organization or a collage of icons for schools or organizations you have been affiliated with. 2 min. (1 per facilitator) Speaker’s Notes: I am ______ from ______. Include an interesting personal story or background information. My experience has been… If time: Before Common Core / college and career-ready Standards, I was… I was skeptical about Common Core / college and career-ready Standards until ______ happened.

FOCUS IN GRADES K–5 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 2 min. Speaker Notes: Our approach is to blend the conceptual with the practical. We work to understand the big ideas and how they look in practice. The three strands that run through all of our work are: Digging deep into math and ELA content by “doing” the math and ela tasks as students to build deeper understanding of the content as well as cognitive empathy Knowing what Standards-aligned instruction looks like – and what it doesn’t Supporting students with gaps in learning We will understand the principles that lie beneath curriculum, how to adapt curriculum, and how to interact with curriculum. This happens best when we understand the “load-bearing walls” of the curriculum – the big ideas that curriculum is based on. 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. To do this, we will be asking you to switch hats throughout each day – sometimes engaging purely as a learner of the content, and other times engaging as a leader, thinking about how you will lead others in this work in your role at home. There will also be opportunities to experience activities from the perspectives of both teachers and students.

The Week at a Glance FOCUS IN GRADES K–5 Day Ideas Monday
8:30-4:30 Focus and Coherence Tuesday Rigor Observing the Standards And Shifts Adaptations for Struggling Learners Wednesday The Foundation Components of an Effective Literacy Program Thursday Building Knowledge and Vocabulary The Juicy Language of Text Friday 8:30-2:30 Organizational Systems and Structures 1 min Speaker’s Notes: Here is what this week will look like.

We Take Data Seriously 3-minute online Daily Survey. Facilitators will address feedback the following day. 2 min. Speaker’s Notes: At the end of each day, we will build in time for you to take 3 minutes to complete an online survey about your experience on that day. Links will be on our website. Facilitators will address feedback the following day. These data are important for us to make each day better for you at SI. At the end of the day on Thursday, we will build in time for you to take 10 minutes to complete Knowledge Survey Post-Test. These data help us see what knowledge you are walking away with after attending SI. We will the survey link shortly before the end of the day. You will be able to compare how you did on the pre-test compared to the post-test. Thursday – 10 minute online Knowledge Survey Post-Test. Answer key will be available.

Norms that Support Our Learning
FOCUS IN GRADES K–5 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 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 you 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 multitasking, technology, honoring time frames) Equity of voice Share ideas and ask questions. (We each come with unique and diverse perspectives, based on who we are and the roles and contexts we are in. If you have a thought or question, please voice it to maximize our learning.) One person at a time (also monitor 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 Will these work? Are there any others we should add?

Share Your Learning Light bulb moments Why I teach/lead
FOCUS IN GRADES K–5 Share Your Learning Light bulb moments Why I teach/lead <1 min Speaker Notes: Introduce Teacher2Teacher and ask participants to use the cards on tables and visit the kiosks in the common areas throughout the week to share their learning and thinking with the larger education community.

FOCUS IN GRADES K–5 Community 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” 10 min. Speaker Notes: 7 min.—Getting to know your table and practicing norms. Give participants a few minutes to introduce themselves at tables using the prompt on the slide. 3 min.— Raise your hand if… As necessary, express that we understand some participants are in roles very close to instruction (as principals, assistant principals, and other school-based leadership roles), and others are in roles (with districts, state agencies, nonprofits or school partners) that can feel removed from the classroom. While some institute activities are designed specifically for those who lead instruction and develop teachers, all participants will have time and space to think about how the ideas and practices we focus on this week apply to your role and context. Transition: Let’s get started by looking at the objectives and agenda for our first session. Image Credit: 9

Objectives and Agenda Objectives
FOCUS IN GRADES K–5 Objectives and Agenda Objectives Participants will be able to identify the major work of the elementary grades. 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 (afternoon) 1 min. Speaker Notes: After a discussion about equity that builds off of this morning’s key note, we’ll look carefully at the shift of focus in math, with an emphasis on why it’s important and what it looks like in grades K–5.

FOCUS IN GRADES K–5 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. 1 min. Speaker Notes

Equity – Envision It So You Can See It
FOCUS IN GRADES K–5 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 Looks Like Sounds Like Feels Like 15 min. Speaker Notes: As we work through the literacy Standards and other exercises, we will do so with a lens of equity. This exercise is designed to help inform the way we think about equity and literacy, and to give space for leaders to engage in the very important visioning work that guides change and strategy. Explain to the participants that they will be involved in virtual observations and analysis of curriculum, lesson, tasks and instruction Ask them to use the Gorski-Salwell principles as well as their own ideas to think concretely about what equitable instruction looks like. How will they know equitable instruction when they see it? 4 min - Participants should work independently at first to think through their own understandings of equity and how it should “play out” in their buildings before they share with others. 6 min – Sharing in pairs - tell them no larger since we have just 6 min; also suggest they share with someone they don’t yet know well 5 min – Whole group capture. Add ideas to whatever physical representation of equity you have created to build over the course of the week, e.g. equity wall or equity ladder Note - re: the Gorski-Salwell Equity Literacy article that was part of their pre-work and is in the front of their handout packets. Note: Gorski-Salwell article focuses on students experiencing poverty and it is important to state that you know every student in their building is not experiencing poverty; however, the principles outlined by Gorski offer a place around which they, as leaders, can structure equitable thinking and equitable practice.

Classroom Video Observations
2 min. Speaker Notes: Throughout the week we will be using classroom observation videos to analyze Standards-aligned instruction. (As necessary based on the group) We can agree that classroom instruction is at the heart of our work, and a necessary and extremely useful platform for understanding what the shifts and Standards look like in practice. A few notes abut the videos we use, their purposes and their limitations. We find them on the internet. Many of them are teacher-submitted videos. They’re not perfect – no lesson is, no teacher is. Everyone of these teachers is well-intentioned and has taken the risk of sharing their teaching with the world – and we respect them for that. They’re not necessarily representative of a diverse teacher force, although we have made a serious effort to find videos with more diversity, there just are not too many out there We have had more success finding videos that show students with similar demographics to the students you teach. When faced with a choice, we have chosen videos that will support our learning goals for you, even if the people in them are not reflective of your school reality. We have examples and non-examples. They are not intended to vilify a teacher. Our intent is to give you practice analyzing instruction and to tune your eye to Standards-aligned practices. Some of the teachers are here at this institute as facilitators! They will all tell you how much they have learned since the videos were made.

Time for a Classroom Visit
FOCUS IN GRADES K–5 Time for a Classroom Visit Think about how you normally prepare. 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. Write the evidence that you observe so 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: As an introduction for this session on Focus, you will watch a video. Principals and other school-based leaders should pretend the teacher is a teacher in your building (or for those who are not school-based, a teacher in a school or district you work with). Write down your evidence for feedback. (Please do not sit and watch as if it is a TV show!) “Low inference feedback” is feedback that is primarily a sharing of observable evidence, with a minimal sharing of inference, interpretation or judgment As you think about “feedback for growth,” consider both what you will praise and what you will help the teacher polish. If you do not give direct feedback to teachers in your current role, use this opportunity to either (1) plan a conversation with a school or district leader you work with after observing this teacher as if it were one of their classrooms, or (2) engaging in the activity as if you were a principal or coach to further develop observation skills and build cognitive empathy for this work.

Stop 1 of Your Classroom Visits
FOCUS IN GRADES K–5 Stop 1 of Your Classroom Visits 5 min. video Speaker’s Notes: Be sure to embed the video on this slide or have the video loaded prior to participants’ arrival by opening the link and letting it begin to run. This should have the video ready to view without buffering.

FOCUS IN GRADES K–5 Turn & Talk With a partner, discuss what you observed, the evidence you captured, and the questions you have for Ms. Rabideau. 12 min. Speaker’s 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. 5 min. – Turn & Talk w/ partner 6 min. – Whole group share: 1 min. – have participants record their first impression of this classroom relative to the students in their buildings – save their responses for the debrief related to this during Slide The goal is for participants to recognize when their biases become evident. 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 2nd grade? 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. Rabideau’s instruction any further.

Framing the Challenge FOCUS IN GRADES K–5 NAEP Grade 12—2013 1 min.
Speaker’s Notes: Some of us mentioned a passion for student achievement—we want to see our students succeed. However, it’s no secret that U.S. students are struggling. In grade 12, only 26% of students are proficient the National Assessment of Educational Progress mathematics as of 2013. This is our call to action. While these numbers raise a call to action, what questions do they present regarding equity and access? How do these number reinforce group stereotypes? What instructional questions do these numbers present?

National Mathematics Advisory Panel
FOCUS IN GRADES K–5 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’s 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. (page xvi)

Look at the Standards for Your Grade
FOCUS IN GRADES K–5 Look at the Standards for Your Grade What do you notice about the major content for your table’s grade level? How do the Standards at your grade level lead to student success in algebra later? What does the trajectory of the Standards offer students when we apply an educational equity lens? 10 min. Speaker’s Notes: Handout the SAP Focus document. Assign each table a grade level. As necessary based on the group, note that we are using the Common Core State Standards and codes, which are likely similar but possibly not an exact match to their state’s college and career-ready Standards. 7 min. – Ask participants to notice how the K-5 Standards lead to success in algebra. 3 min. – Then ask participants to share. Responses should emphasize Standards within the OA, NBT, and MD domains. Broad issue of why algebra is … in the first place … success with algebra far more likely to be successful in credit-bearing courses in college

Before We Start … Orienting to the Organization of the Math Standards
FOCUS IN GRADES K–5 Before We Start … Orienting to the Organization of the Math Standards 3.OA.A.1 3: grade level OA: 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. 2 min. Speaker Notes: Let’s start by talking about the way the math Standards are organized. We know some of you are familiar with this already. We will briefly look at the structure together to make sure everyone moves forward with this knowledge. NOTE to FACILITATOR: Emphasize importance of cluster as a frame to the Standard. Point out within-grade coherence.

Before We Start … Orienting to the Organization of the Math Standards
FOCUS IN GRADES K–5 3.OA.A.1 Before We Start … Orienting to the Organization of the Math Standards Domain Grade Level A Cluster title Standard 1 Standard Cluster 2 min. Speaker’s Notes: Relate to previous slide to make sense. Lessons, activities and tasks, and assessment items should roll up to the domain and cluster level. 2

Before We Start … Using the App in Math
FOCUS IN GRADES K–5 Before We Start … Using the App in Math 3 min. (quicker if everyone has it; if not, have them do it as you proceed…) Speaker Notes: We will be referencing the Standards frequently. Let’s take a moment to make sure everyone has the Mastery Connect Common Core app. There are versions of the app for different states. However, for our work this week we will reference the CCSS as a universal set, so it’s best we are all looking at those Standards together. Confirm everyone has the app on their phone OR is using the CCSS website on their computer. Apple: Android: Windows: Amazon:

FOCUS IN GRADES K–5 Before We Start … Using the App in Math 1 min. Speaker’s Notes: Share procedure to find Standards: 1. Choose “Standards” 2. Choose “Math-Traditional.” (Traditional refers to the high school course organization of “Algebra 1”, “Geometry,” and “Algebra 2”; this is prevalent in the USA) 3. Choose a grade.

FOCUS IN GRADES K–5 Before We Start … Using the App in Math Swipe back and forth. By swiping, now find Standard 3.NBT.A.2 What does NBT stand for? What is the cluster title for this Standard? 2 min. Speaker’s Notes: To find Standards—continued: 4. 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.) 5. 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; You can also type key words into the search bar. If you type them at the main menu before selecting a grade, you can search across all grades. If you use the search bar within a grade, your search will only produce Standards from that grade level. Transition: Let’s practice

Quick Task: Using the App
FOCUS IN GRADES K–5 Quick Task: Using the App You are in a 4th-grade classroom and students are adding fractions. Navigate the app to find the Standard students are likely addressing. 4 min. Speaker’s Notes: possible answers: 4.NF.B.3.a, b, c, or d Share these ideas for getting to the Standard: Possibility 1: Select grade 4. Select domain “Numbers and Operations – Fractions.” Select the first Standard in the domain and swipe until you read the Standard about adding fractions. Possibility 2: Type “fractions” in the search bar. Scroll until you see 4th grade Standards. If time: Ask participants if they had any other ways of finding the Standard.

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.” 1 min Speaker’s Notes: The first shift is indeed called focus and requires a deep focus on a smaller number of topics. Read or give participants time to read the slide. Source: IMAGE CREDITS:

FOCUS IN GRADES K–5 Content Emphasis 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: SAP Focus Math Speaker Notes: Who is familiar with the AchieveTheCore.org website? The resources available there are created by Student Achievement Partners (SAP), a nonprofit founded by lead writers of the Common Core that works to support implementation of college and career-ready Standards. 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. 30 sec. – WHOLE GROUP Ask: What is the emphasis in Kindergarten? Transition: Now you will do it for your grade at your table groups. 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.

FOCUS IN GRADES K–5 Your Turn—5 minutes In table groups, look at your assigned grade level. Identify the major work of the grade. Be prepared to report out your decisions. 8 min. (1 min. for directions; 7 min. for work time) Speaker’s Notes: Each table will have 7 minutes to look at a grade level in the SAP Focus handout (Assign grades 1–5) and prepare to confirm the major work of the grade. 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. 7 min. – GROUP Work time…. Transition: Let’s confirm what you found Click through each slide for share of that group/grade level…

Focus in Grade 1 FOCUS IN GRADES K–5 1 min. Speaker’s Notes:
Group shares: What is the emphasis in first grade? (understanding and using addition and subtraction, place value)

Group shares: What is the emphasis in second grade? (addition and subtraction; place value)

Group shares: What is the emphasis in third grade? (Understanding and using multiplication and division; fractions as numbers)

Group shares: What is the emphasis in fourth grade? (four operations with whole numbers; fractions)

Group shares: What is the emphasis in fifth grade? (four operations with whole numbers, decimals, and fractions)

Summary What are the common threads in the major work content for
FOCUS IN GRADES K–5 Summary What are the common threads in the major work content for Grades K–2 or 3–5? In an elementary school, on what content topics would you anticipate to observe teachers spending the most time? How do you ensure EVERY student works on the major work content for Grades K-2 or 3-5? 2 min. Speaker’s Notes: Whole Group Share K–2: Number sense, addition/subtraction 3–5: Multiplication and division of whole numbers, work with fractions Transition: 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. IMAGE CREDITS:

Task Analysis (Whole Group)
FOCUS IN GRADES K–5 Task Analysis (Whole Group) 1 min. Speaker’s Notes: 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.

Protocol Do The Math Discussion Questions:
FOCUS IN GRADES K–5 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. (go through slide). 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. Remember 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 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 instructional observations—even if you don’t have a math background. Likewise, leaders in roles across contexts benefit from having a stronger grasp of the content. Understanding the Standards and shifts themselves, and what they look like in practice, informs school and district support as well as decisions about curriculum, professional development, and policy.

Task #1 Do the Math Pairs Discuss When rounding to the nearest 10:
FOCUS IN GRADES K–5 Task #1 Do the Math When rounding to the nearest 10: What is the smallest whole number that will round to 50? What is the largest whole number that will round to 50? How many different whole numbers will round to 50? 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? 10 min. Speaker’s Notes: 2 min. Take a look at this example task and do the math individually 7 min. Partner then quick share: What grade and Standard is this aligned to? (use the app) 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? 1 min. share out – MAIN POINTS Students have to be able to round whole numbers. This aligns to 3.NBT.A.1 and is NOT part of the major work - it is additional content.

Task #2 Do the Math Pairs Discuss
FOCUS IN GRADES K–5 Task #2 Do the Math Alex is training for his school’s Jog- A-Thon and needs to run at least 1 mile per day. If Alex runs to his grandma’s house, which is a mile away, and then to his friend Justin’s house, which is mile away, will he have trained enough for the day? 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? 1 2 5 8 10 min Speaker’s Notes: 2 min Take a look at this example task and do the math individually 7 min Partner then quick share out What are the knowledge and skills required to be successful on this task? What grade and Standard is this aligned to? Is it part of the major work? How does this connect to major work in the grades above and below? 1 min share out – MAIN POINTS: The task requires solving a word problem by adding fractions with unlike denominators. It aligns to 5.NF.1, which is part of the major work. It connects to work in Grade 4 with adding fractions with like denominators: 4.NFA.2.

Lunch 60 min. Speaker Notes:
Transition—After lunch, we will apply what we have learned to the classroom setting by going back and observing Ms. Rabideau’s lesson again—this time for Focus.

Observing and Coaching 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.

Observing for Focus Watch the video again. Standard: 2.MD.10 Prepare:
FOCUS IN GRADES K–5 Observing for Focus Watch the video again. Standard: 2.MD.10 Prepare: Standards app Content emphasis Capture Evidence: What Standards are being taught? Is the instruction addressing the intended Standard(s)? Is this part of the major work of that grade? What can we learn from this instruction using an equity lens? 6 min. Speaker’s Notes: 1 min. Directions: Let’s go back and watch the 2nd grade video with this lens. Let’s start by preparing—get your Standards app queued up for the Standard and pull up the content emphases for 2nd grade. 5 min. – At tables, discuss the Standard being taught.

Observing for Focus FOCUS IN GRADES K–5
5 min. video Speaker’s Notes: Be sure to embed the video in this slide or load the video prior to participants’ arrival by opening the link and letting it begin to run. This should have the video ready to view without buffering.

FOCUS IN GRADES K–5 After the Observation What are the knowledge and skills required to be successful on this task? To what grade and Standard is the task aligned? Is this part of the major work of that grade? How does this task connect to the major work in the grades above and below? 15 min. Speaker’s Notes: 5 min. – First, you will deconstruct what you just saw in terms of Focus. Turn & Talk w/ partner 10 min. – Whole group discussion of each question. (Standard language is on next slide for reference during discussion.) ****Ask participants to consider their first impressions recorded from Slide 16. When we apply an equity lens to the instruction, alignment to the Standards, and the task, what can we learn about the need for EVERY student to be educated equitably - with access to the major work of the grade? MAIN POINT: Only addresses part of Standard; TAKE AWAY (HC: Put together also): Standards must be taught in their entirety as a whole package. We must stop the oversimplification of Standards and parsing out of Standards into micro skills that are micro measured. Likely a good point to reframe with goals for institute as participants struggle (we're all in a "gotcha" moment, this is an intellectual atmosphere to confront our assumptions about what we thought worked, emphasis must be on Standards-alignment and observation/supervision against the Standards) 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.

Observing for Focus Standard: 2.MD.D.10 Represent and interpret data.
FOCUS IN GRADES 6–8 Observing for Focus Standard: 2.MD.D.10 Represent and interpret data. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

FOCUS IN GRADES K–5 After the Observation What questions would you now want to ask Ms. Rabideau? 2 min. Speaker’s 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.

Questions that Develop
FOCUS IN GRADES K–5 Questions that Develop Leading the Conversation: What are the knowledge and skills required to be successful on this task? To what grade and Standard is the task aligned? Is this part of the major work of that grade? 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? 4 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? For non school-based roles, how do the ideas raised in these questions connect to your work toward ensuring students are college and career-ready? Transition: Let’s practice coaching Ms. Rabideau on the Focus shift.

Coaching Role Play 1 min. Speaker’s Notes:

Coaching Role Play: Purpose and Process
FOCUS IN GRADES K–5 Coaching Role Play: Purpose and Process 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. Get Ready (4 min.) Pair Up (2 min.) Role Play & Feedback #1 (11 min.) Role Play & Feedback #2 (11 min.) 2 min Speaker Notes: State the purpose of this role play: leaders have to practice talking about the changes they want to see. Leaders have to practice talking about content as well – especially if you don’t consider yourself a “math person.” Again, for those of you who do not regularly provide feedback directly to teachers, consider either (1) engaging in this process as a principal or teacher coach to build cognitive empathy, or (2) preparing a coaching conversation with a school or district partner based on having observed the classroom. For example, you may be a school partner co-observing with a principal who did not see the misalignment in the Standards or shifts in the classroom and needs support developing the teacher in this area. If choosing this option, it’s helpful but not necessary to partner with someone in a similar role. Provide an overview of the process: You will have 4 minutes to prepare to coach Ms. Smith. If it would be a better fit for your role, you may prepare to coach a principal with whom you have just observed this teacher. This will be quiet, preparation time. You will pair up, choose who goes first. First role play, coach shares goals for the coaching sessions and sets the “heat” level. 5 min role play 1 min to gather your reflections and evidence for feedback 5 min reflection and feedback This will be intentionally quick – most leaders do not have a ton of time to debrief a quick observation, so we are practicing doing this quickly and efficiently. I will manage time and signal when you move to a different part of the protocol.

Coaching Role Play 4 minutes – Everybody gets ready
FOCUS IN GRADES K–5 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. 11 min. Speaker’s Notes: Click though each part as the time stated <Click> and give them 4 minutes to Get Ready <Click> and give them 2 minutes to partner, choose who goes first, Next slide <Click> and give them 5 minutes for the role play

Role Play #1: 5 Minutes FOCUS IN GRADES K–5 5 min. Speaker’s Notes:
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Role Play #1: Reflect and Feedback
FOCUS IN GRADES K–5 Role Play #1: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from his or her 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 that the coach made that deepened your understanding of Focus. 2 minutes – identify suggestions for improvement 1–2 things you’d like to do differently or improve. 1–2 things the coach should consider to strengthen practice. 5 min. Speaker’s Notes:

Transition to Role Play #2
FOCUS IN GRADES K–5 Transition to Role Play #2 Review preparation notes. Share coaching goals and the level of “heat” you’d like to practice coaching. 1 min. Speaker’s Notes: Time to switch roles. #2, share your goals and level of heat Be ready on my signal. IMAGE CREDITS:

Role Play #2: 5 Minutes FOCUS IN GRADES K–5 5 min. Speaker’s Notes:
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Role Play #2: Reflection and Feedback
FOCUS IN GRADES K–5 Role Play #2: Reflection 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 that the coach made that deepened your understanding of Focus. 2 minutes – identify suggestions for improvement 1–2 things you’d like to do differently or improve. 1–2 things the coach should consider to strengthen practice. 5 min. Speaker’s Notes:

FOCUS IN GRADES K–5 Thumb Rating: Did we meet our objectives?
Participants will be able to identify the major work of the elementary grades. 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. Apply an equity lens as we think about the major work of the elementary grades. <1 min. Speaker’s Notes: Before we wrap up this first Math session and take a break, let’s do a thumb rating for how well we individually feel the session’s objectives were met and then we will take a moment for individual processing time. Have participants give a thumb rating for how well each objective was met. If necessary, remind them that this is a helpful check in for them, feedback for you as facilitators, and information to relay to the session content developers.

FOCUS IN GRADES K–5 Processing & Application
STOP AND JOT What important understanding do you want to take away from our discussion about Shift 1? What implications does the importance of focus have for your work? Consider: Professional development Planning Curriculum Equity Systems/Structures Policy & Programming 3 min Speaker Notes: In whatever format you are using to track your reflections and action steps, take a few minutes to individually reflect on key learning for this session and implications for practice in your role. How is focus currently going in your context and what next steps for improvement could you take. As an exit ticket, have participants respond to each question on separate Post-it ® notes. Have them place each note on a posted piece of chart paper for Shift 1, split in half for each category: key take-aways and implications for practice (in schools in general and/or their specific role). This is also a good place to remind participants to think about equitable practices and add comments/questions to the equity wall. If necessary based on how well the points were received over the course of the afternoon, ask, “How does a deep understanding of Shift 1 influence educators’ ability to create equitable classrooms?” Check the poster for participant take-aways and implications during the break and note any points that need to be further addressed. 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. Transition: We’ll take a break now. When we return, we’ll work with Shift 2, Coherence.

Take a break… 15 min. Speaker’s Notes: IMAGE CREDITS:

Leadership Pathway: Coherence in Grades K–5 Summer 2017
Global Neutral a 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: Coherence in Grades K–5 120 min as designed Materials: A poster for Shift 2 with the shift written at the top, and split in half for each category: key take-aways and implications for practice. Vertical Articulation Challenge slips Post-its ® on tables Chart paper Markers Day 1 Handout Packets 1 video - Be sure to load 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 min play video Summer 2017

Objectives and Agenda Objectives: Agenda:
COHERENCE IN GRADES K–5 Objectives and Agenda Objectives: Participants will be able to describe the Coherence shift both as a logical sequencing of content across grades and as important connections among Standards, clusters, and domains within the grade. Participants will be able to identify prerequisite Standards for grade- level Standards. Participants will be able to observe and coach the Coherence shift in teacher practice. Agenda: Opening and Activator Coherence: What and Why? Across-Grade Coherence Within-Grade Coherence Observing for Coherence Role Teams Apply an Equity Lens to Coherence 1 min. Speaker’s Notes: We’ll start by looking carefully at the shift of Coherence in math, with an emphasis on why it’s important and what it looks like in grades K–5.

Coherence: What and Why?
COHERENCE IN GRADES K–5 Coherence: What and Why? How would you explain to a student why 2/3 is equal to 4/6? 5 min. Speaker’s Notes: First, reflect on how you would explain this to a third grader who is just beginning the study of fractions. (1 min. independent) Share responses such as multiplying numerator and denominator by same number, using visuals, and using number line. (2 min.) <Click> to show multiplication. Explaining fraction equivalence is challenging when students do not yet understand how to multiply fractions; most ways we think of to explain equivalence rely on fraction multiplication. (2 min.) Let’s look at some Standards

COHERENCE IN GRADES K–5 What’s the Right Order? a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Interpret multiplication as scaling (resizing) by relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1. c. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Grade 3 Grade 5 Grade 4 5 min. Speaker’s Notes: Ask participants to try to order these Standards sequentially—work individually. <Click> to Share correct answer: A = Grade 3 B = Grade 5 C = Grade 4 TAKE AWAY – The study of mathematics rests on the idea of developing ideas from existing ones. Similarly, this is how students learn; they learn mathematics based on what they already understand, developing ideas from existing ones. Emphasize logical progression.

Coherence is Key “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. By the term coherent, the Panel means that the curriculum is marked by effective, logical progressions from earlier, less sophisticated topics into later, more sophisticated ones. Improvements like those suggested in this report promise immediate positive results with minimal additional cost.” 1 min. Speaker’s Notes: Let them read it on their own first. Highlight the KEY POINT: The idea of logical progressions of learning is an important one. This is what mathematics is: developing new ideas from existing ones. In the Final Report of the National Mathematics Advisory Panel, this idea was highlighted. Anticipated Questions: how do we know this is important? Can connect to what lead writers of CCSS heard in testimony, noticed in college students: seeing math as branching out of isolated skills and procedures that get more complicated without seeing underlying principles and how all math is unified by them (McCallum video on coherence). IMAGE CREDITS:

Picture of Coherence, Part 1
COHERENCE IN GRADES K–5 Picture of Coherence, Part 1 Complete the following problems without a calculator. How did you compute them? 8 + 5 3/7 + 6/7 2 5/ /9 What do your procedures have in common? 5 min. Speaker’s Notes: Have participants do these problems individually the way they normally would do them. Independent activity (1 min.) including reflection question. Table Share Out (2 min.) – with a partner, discuss your reflection on what your procedures had in common. Whole Group Share (1 min.) - Can I have one or two people in this room share what your procedures have in common? 1 min. (including providing the answers) - This is about grouping and redistributing (aka composing and decomposing), but don't give too much away here since going over in detail in next several slides. Answers: 13 85 1 2/7 8 4/9

Coherence ACROSS Grades
LEADERSHIP PATHWAY: COHERENCE IN HIGH SCHOOL Coherence ACROSS Grades Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. Across-Grade Coherence Learning is carefully connected across grades so students can build new understanding onto foundations built in previous years. 1 min. Speaker Notes: One of our objectives for you today is to be able to describe BOTH aspects of coherence. Coherence will have a couple of meanings for us, but one important one is about the progression of content ACROSS grades. This connectedness is what helps us make sense of math. The previous approach to teaching math, mile wide, inch deep, led to instruction that was repetitive and disconnected across grades. With both FOCUS and COHERENCE, there is less review of the same topics and more building toward the next logical step. Each year, students are building on previous knowledge to develop a coherent sequence of understanding from K to 12. IMAGE CREDITS:

Truths About Numbers . . . Numbers have organizers.
COHERENCE IN GRADES K–5 Truths About Numbers . . . Numbers have organizers. 10 is the organizer for whole numbers. 1 is the organizer for fractions. Numbers can be composed and decomposed, and by doing so, the value of those numbers does not change. 1 min. Speaker’s Notes: Share this information. What you were doing in the previous math included composing and decomposing numbers.

Picture of Coherence, Part 2a
COHERENCE IN GRADES K–5 Picture of Coherence, Part 2a These are whole numbers, so we will apply the organizer of 10. We will also apply the fact that we can compose and decompose numbers to reorganize to complete these problems by applying the same principles. 8 + 5 Kindergarten Grade 2 2 min. Speaker’s Notes: By applying these two truths, these two problems can be attacked in the same manner. Look at how important it is to learn this deeply in kindergarten so that you can apply it to more complex versions in 2nd grade. Standards: K.NBT.A.1 and 2.NBT.B5 Problem 1: I look at these numbers and know the answer will be greater than 10. I see I can make a ten with the 8 if I had a 2. Then I strategically “decompose” the 5 into a 2 and 3. This does not change the value of 5. Then I compose a 10 with the 8 and 2. This new organization gives me a much simpler problem of , which equals 13. Problem 2: I see immediately that I have groups of 10s and groups of 1s, so I start by decomposing the groups of tens from the groups of ones (20, 7, 50, 8.) Then I see the numbers in the ones place will be greater than 10. I see I can make a ten with the 7 if I had a 3 (I could have also done this with the 8 and a 2, but I am going to work with the 7, just because I can!) Then I strategically “decompose” the 8 into a 3 and 5. This does not change the value of 8. Then I compose a 10 with the 7 and 3. This new organization gives me a much simpler problem of , which equals 85.

Picture of Coherence, Part 2b
COHERENCE IN GRADES K–5 Picture of Coherence, Part 2b These are fractions, so we will apply the organizer of 1. We will also apply the fact that we can compose and decompose numbers to reorganize to complete these problems by applying the same principles. 3/7 + 6/7 2 5/ /9 Grade 4 4 min. Speaker’s Notes: These two fraction problems can also be attacked in the same manner as the whole numbers. And look at how important these same truths are for fractions in 4th grade. Using the truths about numbers is much simpler, makes sense, and allows students to see the connection across different types of numbers—and it sets the stage for combining like terms, a foundational skill in algebra which is learned in middle school, and then is amply applied in calculus many years later. Standard: 4.NF.B3 KEY Don't forget to sum up with last point: these problems are tied together by fundamental truths about numbers that connect to math from kindergarten addition through calculus. Problem 3: I look at these numbers and know the answer will be greater than 1. I see I can make a one with the 6/7 if I had a 1/7. Then I strategically “decompose” the 3/7 into a 1/7 and 2/7. This does not change the value of 3/7. Then I compose a 1 with the 6/7 and 1/7. This new organization gives me a much simpler problem of 1 + 2/7, which equals 1 2/7. Problem 4: I see immediately that I have groups of 1s and groups of parts of 1 (fractions), so I start by decomposing the groups of ones from the groups of fractions (2, 5/9, 5, 8/9.) Then I see that when I add the fractions I will get a number greater than 1. I see I can make a one with the 8/9 if I had a 1/9 (I could have also done this with the 5/9 and a 4/9, but I am going to work with the 8/9, just because I can!) Then I strategically “decompose” the 5/9 into a 1/9 and 4/9. This does not change the value of 5/9. Then I compose a 1 with the 8/9 and 1/9. This new organization gives me a much simpler problem of /9, which equals 8 4/9. Do you remember how we used to add mixed numbers? Stack them vertically, bring down the denominator, add the numerators, add the whole numbers, go to the side and divide the numerator by the denominator, and then remember which is the whole number, which is the numerator, which is the denominator, and then add this new whole number to the previous whole number sum.

Vertical Coherence Challenge
COHERENCE IN GRADES K–5 Vertical Coherence Challenge In your groups, you have eleven Standards on pieces of paper. Most Standards come from the Number and Operations-Fractions domains in Grades 3–5. The Standards are not labeled! Determine which Standards are prerequisites for other Standards. Note: There is more than one vertical strand. Bonus: Can you determine which Standards belong in which grade? 25 min. Speaker’s Notes: 2 min set-up So let’s see what this looks like. We just talked the fact there are fundamental truths in mathematics that connect across grade levels. Now you are going to have time to explore the how the Standards span across grades. Many of you have done a similar vertical mapping activity. NOT A TEST, idea is to engage in conversation about the connections between and within grades that is built into the Standards, NOT COMPETE. Read each card aloud and closely. We are going to “see” the vertical coherence of the Standards. Work in pairs (not as a table). Let participants know that there is more than one branch. Tell them they should not use resources for the first 10 minutes, just what they know about skills progression. Focus on reading the words in the Standards and discuss the grades and the transitions and the way the verbs change. String together Standards coherently. 8 min – work without resources 15 min - Now we are going to let you use resources and to continue this challenge. They can use their Standards app or the SAP Focus document from the Focus session earlier. Link to Standards doc participants will use: Vertical Coherence Challenge Answer Key A. 2.G.A.3 B. 4.NF.B.3 C. 5.NF.A.1 D. 3.NFA.1 E. 4.NF.A.2 F. 3.NF.A.2 G. 3.NF.A.3 H. 5.NF.A.2 I. 4.NF.A.1 J. 4.NF.C.5 K. 2.MD.B.6

COHERENCE IN GRADES K–5 1 min. Speaker Notes:
Who has used SAP’s Coherence Map tool? How many of you are familiar with Jason Zimba’s Wiring Diagram? The diagram is awesome but complex, so our friends at Student Achievement Partners have created an interactive coherence map (based on the Writing Diagram) to help us determine Coherence (both across and within grades). In addition to coherence, this tool identifies whether the Standards are major, additional or supporting clusters, and It also includes sample tasks for many of the Standards. Transition: We’re going to show you how to use the tool now, and then you will check your Vertical Progressions Challenge accuracy using the tool.

Coherence Map Go to http://achievethecore.org/coherence-map/ Click on
COHERENCE IN GRADES K–5 Coherence Map Go to Click on Choose a grade level to map out the Operations and Algebraic Thinking (OA) Domain. Use the map to check the accuracy of your Vertical Progression Challenge. Revise as needed. Note which Standards belong in which grade. 10 min. Speaker Notes: Do this with your partner. Go to Click on GET STARTED Choose a grade level to map out the Operations and Algebraic Thinking (OA) Domain. Use the map to check the accuracy of your Vertical Progression Challenge. Revise as needed. Note which Standards belong in which grade. Tutorial/Demo: Navigation Bar at top: Grade, Domain, Standard Domain/Standards page shows MAJOR, SUPPORTING, ADDITIONAL at top Click on MAP Standard to see connections Arrow (A->B) represents link such that if student hasn’t mastered A yet not likely to master B, but does not REQUIRE mastery in order or suggest as immediate next step. Dash (- - -) indicates related Standards within same grade level See sample Task & Solution, which is a powerful way to build content knowledge by seeing what the language of the Standard actually means. (Standards are meaningless until you know how they will be assessed – Paul Bambrick Santoyo, Driven by Data)

A Picture of Coherence A D G I E C H B J K F Grade 2 Grade 3 Grade 4
COHERENCE IN GRADES K–5 A Picture of Coherence Grade 2 Grade 3 Grade 4 Grade 5 A D G I E C H B J 5 min. Speaker’s Notes: Here is a picture of how these Standards are organized by grade, as well as some logical connections between them. How does this compare to what you had? Review the Standards where you had differences. Recall there is more than one traceable set of connections. What is something you noticed about the coherence across grades? Vertical Coherence Challenge Answer Key A. 2.G.A.3 B. 4.NF.B.3 C. 5.NF.A.1 D. 3.NFA.1 E. 4.NF.A.2 F. 3.NF.A.2 G. 3.NF.A.3 H. 5.NF.A.2 I. 4.NF.A.1 J. 4.NF.C.5 K. 2.MD.B.6 K F

COHERENCE IN GRADES K–5 Implications What are the implications of coherence for students who are working harder mathematically in your schools? In what ways could you apply the principle of across grade coherence, or use the Coherence Map, in your role? 2 min. Speaker Notes: Ask whole group. KEY TAKEAWAYS—Stress usefulness as resource for thinking through scaffolding for students struggling with grade level Standards—can trace connections backwards to previous grades. Also, talk about the importance of professional development/conversations with teachers across grade levels. This part is the leadership development: helping leaders think about how they create systems/routines that are rooted in growing and improving the implementation of the shifts. Speak to the importance of vertical mapping and teachers to engage in this work together across grade levels. IMAGE CREDITS:

Within-Grade Coherence
Coherence is also built into the Standards in how they reinforce a major topic in a grade by utilizing supporting, complementary topics. 1 min. Speaker’s Notes: You may have seen examples of this in the Coherence Map, and we want to focus on it a bit. Coherence has another meaning—Coherence within the grade. Instead of a list of unrelated Standards, content is connected across domains. Let’s see what it looks like in a student task. IMAGE CREDITS:

COHERENCE IN GRADES K–5 Do the Math—Grade 4 For the task below, name (at least) two different Standards, clusters, or domains that are present. Karl’s rectangular vegetable garden is 20 feet by 45 feet, and Makenna’s is 25 feet by 40 feet. Whose garden is larger in area? 4.OA.A.3 4.MD.A.3 5 min. Speaker’s Notes: Try this one 4.OA.A.3, 4.MD.A.3 KEY POINT: [Discussion of Standard/cluster alignment.] There can be more than one domain/cluster within a grade level for any give tasks. During our first session, we discussed major work of the grade. This is an example of how supporting work connects to the major work and help build links.

Observing for Coherence
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, determining whether the Standards being taught are the major work of the grade, and knowing the questions to ask that will deepen teachers’ understanding of math coherence.

Key Supervision Questions for Coherence
COHERENCE IN GRADES K–5 Key Supervision Questions for Coherence Across-Grade Coherence Does the instruction carefully connect learning across grades so that students can build new understanding onto foundations built in previous years? Within-Grade Coherence Is the instruction leveraging how the Standards within a grade were built to reinforce a major topic by utilizing supporting, complementary topics? 1 min. Speaker Notes: These are the key questions leaders and coaches ask when engaging classroom observations from a Coherence lens. These questions will help you collect the right evidence while in the classroom; they are terrific guiding questions around teacher development as well. If appropriate, offer: For those of you who do not regularly observe instruction, jot a note down about how the principles behind these questions are relevant to your work. How could you apply this check for alignment to Shift 2?

COHERENCE IN GRADES K–5 Observing for Coherence Leader Tasks Across Grade Coherence Within Grade Coherence Preparation Determine domain of focus. Review Standards, progressions document. Use Standards app and Coherence Map tools. Look-fors Are the students who get it making connections to previous learning? For students who are not getting it, is the teacher leading students to make connections to previous learning? Are the non-major work Standards being taught actually supporting priority content? Post-observation Ask: what prerequisite knowledge is a student lacking that he or she needs to be able to make those connections? Consider: share time studying the wiring diagram and studying linking Standards, with the next step being to dig into curriculum for additional lessons on knowledge gaps. If supporting Standards are not linking to major work of the grade: What do the Standards say? Same question as before: how can this chosen Standard authentically lead students back to working with math content that is to be emphasized in this grade? 4 min Speaker Notes: Here is a process for leaders to use when observing math instruction. Before you observe for Coherence, prepare by knowing what you are walking in to see. If you can, get the information ahead of time. If you cannot, figure out the the domain of focus and the intended Standard(s). Use your app! During your time in the classroom, keep looking for student learning, the teacher’s role in providing connections to prior learning, the teacher’s response to struggling learners, etc. Post-observation: If you haven’t done it before the observation, use the progressions documents and/or the Coherence Map to prepare for the discussion with the teacher. Even better if you use them during the discussion. Use these questions to discuss what you saw, develop the teacher’s knowledge and skill around coherence and math. Transition: Let’s practice with another classroom visit, this time a 3rd grade classroom.

COHERENCE IN GRADES K–5 Observing for Coherence Standard: 3.MD.C.5 Prepare: Determine the domain of focus for the unit or module. Look up the Standard. Preview the corresponding progressions document or Coherence Map to find linked prerequisite Standards and any within grade connections. 5 min. Speaker’s Notes: Let’s start by looking up the intended Standard. Then use the Coherence Map to check out the prerequisites for this Standard and any within grade connections. Share (Standards on next two slides for reference during discussion.) Note: If they map the Standard in the Coherence Map, they find that prerequisite Standards include: 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

COHERENCE IN GRADES 6–8 Observing for Coherence 3.MD.C.5 Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.C.5.A A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. 3.MD.C.5.B A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

COHERENCE IN GRADES 6–8 Observing for Coherence Linked Prerequisite Standards: 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

COHERENCE IN GRADES K–5 Observing for Coherence Standard: 3.MD.C.5 Prepare: Determine the domain of focus for the unit or module. Look up the Standard. Preview the corresponding progressions document or Coherence Map. Capture Evidence: Are the students who get it making connections to previous learning? For students who working harder to grasp the concept, how is the teacher supporting students to make connections to previous learning? Are the non-major work Standards being taught actually supporting priority content? <1 min Speaker Notes: As we watch this lesson, capture evidence for questions we discussed: Are the students who get it making connections to previous learning? For students who are not getting it, is the teacher leading students to make connections to previous learning? Are the non-major work Standard(s) being taught supporting priority content?

COHERENCE IN GRADES K–5 Observing for Coherence 11 min. video Speaker’s Notes: Be sure to embed the video in this slide or load the video prior to participants’ arrival by opening the link and letting it begin to run. This should have the video ready to view without buffering. Play video

After the Observation Is this part of the major work of that grade?
COHERENCE IN GRADES K–5 After the Observation Is this part of the major work of that grade? Are the students who get it making connections to previous learning? For students who are not getting it, is the teacher leading students to make connections to previous learning? Are the non-major work Standards being taught actually supporting priority content? Where is there evidence of equitable practice? 10 min. Speaker’s Notes: 5 min. – First, you will deconstruct what you just saw in terms of COHERENCE. Turn & Talk w/ partner. 5 min. – Whole group share: MAIN POINTS: Using the ruler to measure the sides of the rectangle is connecting to the prerequisite: 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes → so yes, this teacher is helping the entire class of students make connections to prior learning For the students who are working harder or taking longer to grasp the concepts, the teacher doesn’t really make a special effort to connect them to prior learning since she is more focused on SMP6, Attend to Precision. Yes, the non-major work Standards (2.MD.A.1) are supporting priority content. Note: the video refers to linking multiplication with area as an example of coherence, but that is not really evident in this video. You can see how the teacher will build up to that, but jumping prematurely to the procedure of LxW=A undermines development of the conceptual understanding needed for this Standard. Consider coming back to this point in the next session on Rigor

COHERENCE IN GRADES K–5 After the Observation What questions would you now want to ask Ms. Rasso? 2 min. Speaker’s 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.

Questions that Develop
COHERENCE IN GRADES K–5 Questions that Develop Leading the Conversation Are the students who “get it” making connections to previous learning? For students who are working harder to “get it”, how is the teacher supporting students to make connections to previous learning? Are the non-major work Standards being taught actually supporting priority content? If students are still not making connections: Ask: what prerequisite knowledge is a student lacking that he or she needs to be able to make those connections? Consider: share time studying the wiring diagram, and studying linking Standards, with the next step being to dig into curriculum for additional lessons on knowledge gaps. If supporting Standards are not linking to major work of the grade: What do the Standards say? Same question as before: how can this chosen Standard authentically lead students back to working with math content that is to emphasized in this grade? 2 min Speaker Notes: As we did with the video observation for Focus, we’d like to offer these additional post-observation questions that can help develop a teacher’s knowledge and skill around Coherence. We’ve already spent time with this first set of questions in gray. This second set of questions will provide a window into the teacher’s knowledge and skill with what students need to learn about the mathematics and to demonstrate this Standard. 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? For non school-based roles, how do the ideas raised in these questions connect to your work toward ensuring students are college and career-ready? Transition: We will not do a coaching role play for this lesson but will have the opportunity to practice coaching conversations when we reconvene tomorrow. Let’s take some time to reflect on the session’s learning.

Reflection: Coherence
COHERENCE IN GRADES K–5 Reflection: Coherence What is the state of Coherence in curriculum, planning, and professional development in your school or context? Curriculum Does your curriculum identify the prerequisite skills needed for a unit or lesson? Is across-grade Coherence evident, helping students deepen understanding by making links between domains and clusters? Planning Is Coherence a regular consideration in teacher and team lesson planning? How and when are prerequisite skills addressed when students are below grade level? Professional Development What professional development has occurred for teachers? Do they know Coherence well enough to effectively include it in planning and instruction? 4 min Speaker Notes: In whatever format you are using to track your reflections and action steps, take a few minutes to individually, reflect on how COHERENCE is currently going in our context and what next steps for improvement you could take. These questions can serve as a guide for your thinking. Silent write; no share. Transition: Now we will have the opportunity to share and re-shape our planning with people in similar roles. Anticipated Questions: A leader or two might suggest that the district has aligned the curriculum to the Standards. And it has a scope and sequence in place. Might want to highlight the work that the teachers are doing around aligning teaching to curriculum. Emphasize Engage as an aligned curriculum that takes some of this pressure off teachers to ensure that the curriculum is both focused and coherent. Allow teachers and leaders to focus on implementation during instruction. Charter vs. district—less control over curriculum. How is coherence relevant to me? If you're stuck with something it's still your responsibility. Work with what you have but ensure shifts and Standards are being taught. Moral obligation to speak to decision-makers about curriculum and show why not aligned?

COHERENCE IN GRADES K–5 Role Team Time
Meet your role team! 1. Download your key learning with one another and share how it is relevant to your role. 2. Share how coherence is going in your context and one step for improvement you are planning to take. 10 min. Speaker’s Notes: If necessary and appropriate for the group, allow time for processing in role teams. Have participants get into groups by similar role: principals, assistant principals, coaches, district leaders, state leaders, supporting partner organizations, etc. Encourage them to bring their notes, take a few seconds for introductions, and then quickly get to discussing the prompts on the slide. They should each take responsibility for tracking what they discuss. Facilitator: If necessary for time consider allotting fewer minutes. IMAGE CREDITS

COHERENCE IN GRADES K–5 Thumb Rating: Did we meet our objectives?
Participants will be able to describe the coherence shift both as a logical sequencing of content across grades and as important connections between Standards, clusters, and domains within the grade. Participants will be able to identify prerequisite Standards for grade-level Standards. Participants will be able to observe and coach the coherence shift in teacher practice. Apply an equity lens to consider and coach the coherence shift in teacher practice. <1 min. Speaker’s Notes: Before we wrap up this first Math session and take a break, let’s do a thumb rating for how well we individually feel the session’s objectives were met and then we will take a moment for individual processing time. Have participants give a thumb rating for how well each objective was met. If necessary, remind them that this is a helpful check in for them, feedback for you as facilitators, and information to relay to the session content developers.

COHERENCE IN GRADES K–5 Processing & Application
STOP AND JOT What important understanding do you want to take away from our discussion about Shift 2? What implications does the importance of focus have for your work? Consider: Professional development Planning Curriculum Equity Systems/Structures Policy & Programming 3 min Speaker Notes: As an exit ticket, have participants respond to each question on separate Post-it ® notes. Have them place each note on a posted piece of chart paper for Shift 2, split in half for each category: key take-aways and implications for practice (in schools in general and/or their specific role). This is also a good place to remind participants to think about equitable practices and add comments/questions to the equity wall. If necessary based on how well the points were received over the course of the afternoon, ask, “How does a deep understanding of Shift 1 influence educators’ ability to create equitable classrooms?” Check the poster for participant take-aways and implications during the break and note any points that need to be further addressed. Transition: Before leaving for the day, we have two final items: an expression of gratitude and the daily feedback survey.

1 min. Speaker’s Notes: Before we adjourn for the day, let’s take one moment to appreciate the teachers we have observed today. All week, we will watch videos of teachers who took risks and submitted their instructional videos to various open education resource sites. We are able to learn because of them and from them. IMAGE CREDITS:

5 min. Speaker’s Notes: Please fill out the survey to help us improve!

FOCUS IN GRADES K–5 Reference List
Slide Source 15, 16; 41–45 17 18, 62 (page xvi) 22–24 Apple: Android: Windows: Amazon: 21 27–33 35; 37–38 69, 70 78, 81–84

Image Credits FOCUS IN GRADES K–5
Slide 9: Slides 26, 34: Slides 50, 52, 53: Slide 57: Slide 62: Slide 64, 72: Slide 73: Slide 80: Slide 90:

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