1. Observing the Standards and Shifts in Grades 6–8
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Leadership Pathway:
Observing the Standards and Shifts in Grades 6–8
123 min. as designed:
55 min before lunch
68 min after lunch (15 min break included)
Materials:
4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor
markers
Day 2 handouts packet
1 Video in this session: 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.
5 min.
Winter 2017

2. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Objectives and Agenda
Participants will be able to observe and coach teachers on the standards and the shifts in mathematics.
Agenda:
Observing for Standards and Shifts
Lunch
Coaching Role Play
Summary and Reflection
1 min.
Speaker’s Notes:
We’ll continue our study of what the standards and shifts look like in in the classroom – and what they don’t look like.
We’ll engage in a culminating video observation practice and role play.

3. Observing for Standards and Shifts
1 min.
Speaker’s Notes:
This next video observation is intended to be a culmination observation activity. For this video, we will observe and capture evidence for the intended standards and all three shifts.

4. Observing for Standards and Shifts
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Observing for Standards and Shifts
Standard: 7-SP.C.8.a
Prepare:
Look up the standard
Determine Focus
Determine prerequisites (Coherence)
Determine aspects of Rigor.
Capture Evidence:
What standards are being taught?
Is the instruction addressing the intended standard?
Where do you see evidence of students learning and of students struggling?
What aspects of Rigor are emphasized?
15 min.
10 min. to prepare; 5 min. to view video
Speaker’s Notes:
10 min. Let’s start by preparing – get your standards app queued up for the standard, and determine whether this is a major area of Focus for 6th grade, Statistics and Probability.
Next, use the standards app and/or the Coherence Map to determine the prerequisites.
Last, identify the aspects of rigor that this standard demands.
MAIN POINTS
7.SP.C.8.a – Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
Focus – Not a grade level standard for 6th grade; part of the 7th grade Supporting Cluster: Investigate Chance Processes And Develop, Use, And Evaluate Probability Models. 6th grade standards come from the SP Additional Cluster: Develop Understanding Of Statistical Variability.
Coherence – prerequisites for this 7th grade standard include other 7th grade standards: 7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. and 7.SP.C.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
Rigor in the Standard
Conceptual Understanding – “Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes …”
Modeling/Application – N/A
Procedural Skill/Fluency – N/A

5. After the Observation Step One—Focus Start with the Standard.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step One—Focus
Start with the Standard.
What standards are being taught?
Is the instruction addressing the intended standard?
12 min.
Speaker’s Notes:
8 min. – Click to show first step. Say: First, you will deconstruct what you saw just in terms of the standard, and the alignment of the instruction to that standard. Turn & Talk with partner. Make your discussions evidence-based.
4 min. – Whole group shares discussion: ask whether Ms. Posada is teaching the full standard as intended
MAIN POINTS:
Standard: Investigate chance processes and develop, use, and evaluate probability models.
8a Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
It is not 6th grade work.

6. After the Observation Step Two—Coherence Review student evidence.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step Two—Coherence
Review student evidence.
Where do you see evidence of students learning and of students struggling?
Are the students who are getting it making connections to previous learning?
For students who are are not getting it, is the teacher leading students to make connections to previous learning?
What prerequisite knowledge and/or skills might be missing?
8 min.
Speaker’s Notes:
8 min. – Whole group share discussion: ask whether the saw evidence of Coherence by Ms. Posada – either across grade or within grade.
MAIN POINTS:
No evidence of coherence (making connections), either by the teacher or by the students.

7. After the Observation Step Three—Rigor
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
After the Observation
Step Three—Rigor
What aspects of Rigor are embedded
in the standards?
What evidence did you capture of:
Procedural skill and fluency
Conceptual understanding
Modeling/Application
Is the instruction addressing Rigor appropriately?
18 min.
Speaker’s Notes:
8 min. – Click to show step three. Say: Even though this standard is outside of the grade band, first talk about the evidence you captured of different aspects of Rigor – and whether that matches the Rigor intended in the 7-SP.C.8.a standard.
10 min. – Whole group share discussion: ask whether group members saw evidence of rigor by Ms. Posada. Elicit answer to the Main Points below. When you get to the proceduralization of the application problem, you may want to replay parts of the video.
MAIN POINTS:
Rigor – she proceduralizes this learning: “What are the key words that are going to help you know?” “Replace” This 7th grade standard requires development of conceptual understanding, “Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes …” The students’ confusion reflects the lack of conceptual understanding, and they struggle just to figure out how/when to use the procedure she’s given them to get the answer. They are supposed to decide if an event is dependent or independent based on the vocabulary (1:30 point of video)
Transition: So, we’ve discussed a lot about what we have seen in ways big and small. Now that we’ve analyzed the whole lesson, after lunch, we will return list the priority areas of mis-alignment. This will also help us to check our understandings.

8. Lunch! 1 min. Speaker’s Notes We will return at 1:00 IMAGE CREDIT:
Lunch!

9. Welcome Back
1 min.
Speaker’s Notes:
Before lunch, we analyzed the whole instructional video lesson for alignment to the standards and all three shifts. To begin our afternoon, we will go back and list the priority areas of mis-alignment. This will also help us to check our understandings.

10. So, what is not aligned in this instruction?
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
So, what is not aligned in this instruction?
10 min. – need 4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor; markers
One facilitator charts while the other elicits responses
Speaker’s Notes:
Say: Let’s start with the standard. Ask the group to name what is not in alignment. Chart their answers. Correct any misconceptions.
Repeat with Focus, Coherence and Rigor, probing and correcting any misconceptions along the way.
Be alert for inferences, conjecture, or premature conclusions; and ask them to stick with the evidence that they have. Any inferences can be probed through questioning in a coaching conference.
Transition: Let’s now use these as we practice how to coach and change the practices of this teacher who is not yet standards-aligned.

11. Coaching Role Play
1 min.
Speaker’s Notes:

12. Coaching Role Play: Purpose and Process
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Coaching Role Play: Purpose and Process
The objective of this activity is to give leaders practice coaching a teacher/leader on standards—and shifts-alignment in the context of an authentic classroom situation.
Get Ready (4 min.)
Pair Up (2 min.)
Role Play & Feedback #1 (11 min.)
Role Play & Feedback #2 (11 min.)
2 min.
Speaker’s 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”
Provide an overview of the process:
You will have 4 minutes to prepare to coach the teacher. 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.

13. in the context of an authentic classroom situation.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Coaching Role Play
The objective of this activity is to give leaders a chance to practice coaching a teacher/leader
in the context of an authentic classroom situation.
4 minutes—Everybody Gets Ready
Identify your goals for this coaching session.
What do you want the teacher/leader to know and to be able to try as a result of this interaction?
Draft entry question(s), clarifying questions, and probing questions.
Draft key learning and next steps you want the teacher to walk away ready to try.
2 minutes—Pair Up
Choose a partner.
Identify who will go first.
Role Player #1 shares goals and the level of “heat” he or she would like to practice coaching.
11 min.
Speaker’s Notes:
Click though each part as the time stated
<Click> and give them 4 min. to Get Ready
<Click> and give them 2 min. to partner, choose who goes first,
Next slide <Click> and give them 5 min. for the role play

14. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Role Play #1: 5 Minutes
5 min.
Speaker’s Notes:
IMAGE CREDITS:

15. Role Play #1: Reflect and Feedback
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Role Play #1: Reflect and Feedback
1 minute—Each role player writes reflections about effectiveness of coaching conversation from her or his point of view.
2 minutes—Identify What Worked
Coach first:
Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal.
Share 1–2 other pluses that you can identify.
Teacher/Leader:
State 1–2 moves that the coach made that deepened your understanding of standards and shifts alignment.
2 minutes—Identify Suggestions for Improvement
State 1–2 things you’d like to do differently or improve.
State 1–2 things the coach might do to strengthen practice.
5 min.
Speaker’s Notes:
Review directions and facilitate the time by calling it out.

16. Transition to Role Play #2
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Transition to Role Play #2
Review preparation notes.
Share coaching goals and the level of “heat” you’d like to practice coaching.
1 min.
Speaker’s Notes:
Time to switch roles.
#2, share your goals and level of heat
Be ready on my signal.
IMAGE CREDITS:

17. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Role Play #2: 5 Minutes
5 min.
Speaker’s Notes:
IMAGE CREDITS:

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

19. OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Quiet Reflection
Think about your ability to coach others on the standards and the shifts in mathematics.
Based on your learning in this session and on your role, what do you now intend to do?
For example:
Your own learning and skill development
Professional development for others
Instructional planning
Observation, feedback, and supervision practices
8 min
Speaker’s Notes:
4 min
In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on how focus is currently going in your context and what next steps for improvement you could take.
4 min – ask for a couple of reflections from the group.
Sum up: This is really about having standards front and center for teachers, observation and planning supports around lesson planning and delivery. And this is about having a culture of intentionality around the selection of or implementation of curriculum.
Transition: We’ll take a break now. When we return, we’ll dig into Adaptations for Struggling Learners

20. 15 min Break.
Speaker’s Notes:
IMAGE CREDITS:

21. References OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8 Slide
Source
4–7

22. Image Credits OBSERVING THE STANDARDS AND SHIFTS IN GRADES 6–8
Slide 8:
Slides 13, 15, 16:
Slide 20: