Leadership Pathway: Rigor in Grades K–5 Summer 2017

Leadership Pathway: Rigor 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: Rigor in Grades K–5 93 minutes for this session Materials: 1 chart paper with Shift 3 written at the top, split in half for each category: key take-aways and implications for practice. Sticky notes on tables, Chart paper, markers Day 2 Handouts packets 1 video for this session: 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. 11 min. Summer 2017

Norms That Support Our Learning
RIGOR IN GRADES 6–8 Norms That Support Our Learning Take responsibility for yourself as a learner. Honor timeframes (start, end, activity). Be an active and hands-on learner. Use technology to enhance learning. Strive for equity of voice. Contribute to a learning environment where it is “safe to not know.” 1 min. Speaker Notes: Consider giving or asking for reflections on group norms based on the previous day. Choose to remind them of a norm if you think it has been slipping: 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 active during video observation by capturing evidence in writing. Appreciate everyone's perspective and journey. Share ideas and ask questions, one person at a time (airtime). Be okay with discomfort and focus on growth. Be present (monitor multi-tasking, technology, honoring timeframes).

Feedback on Feedback RIGOR IN GRADES 6–8 Plus Delta 5 min.
Speaker Notes: Highlight a couple of pluses and a couple of deltas; choose them based on impact on participant learning and/or so that they feel heard. Tell how we will respond today or what they can expect. For the pluses or deltas that are about group behavior, encourage the group to keep doing the positive and to monitor or minimize those things that could help the learning environment be improved.

Parking Lot Let’s go back and see if questions were addressed…
RIGOR IN GRADES 6–8 Parking Lot Let’s go back and see if questions were addressed… *Facilitators edit slide and notes. 1 min. Speaker Notes: Address any relevant questions or comments from the parking lot that would be important to discuss whole group before beginning the day’s session.

RIGOR IN GRADES 6–8 Equity Equity isn’t giving every student the same thing; it’s giving every student what they need. It is about fairness. Ensuring all children – regardless of circumstance – are receiving high- quality and standards-aligned instruction is an equitable practice. We want to ensure standards-aligned instruction is causing the equitable practices needed to close the gaps caused by racism, bias, and poverty. All week, we will explore our learning through this lens, and we will capture those moments visibly here in our room. 1 min. Speaker Notes Ask participants to continue to think about our statements about equity throughout the day and call out and/or add stickies to the Equity Wall as ideas arise. If time allows, review comments added the previous day and/or ask for any ideas about equitable practices that participants had since yesterday’s session.

Share Your Learning Don’t forget to jot down ideas for
RIGOR IN GRADES 6–8 Share Your Learning Don’t forget to jot down ideas for Light bulb moments Why I teach/lead <1 min Speaker Notes: Quickly remind participants to use the cards on tables and visit the kiosks in the common areas to work with Teacher2Teacher to share their learning and thinking.

The Week at a Glance RIGOR 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: Today we continue our work with Math. In our first session, we’ll focus on Shift 3: Rigor. Later we’ll engage in a culminating classroom observation video for all three shifts in math. Then we’ll examine some curricular adaptations meant to support students facing challenges with grade level concepts and skills.

Objectives and Agenda Objectives:
RIGOR IN GRADES K–5 Objectives and Agenda Objectives: Participants will be able to describe the three aspects of rigor and why rigor is important. Participants will be able to evaluate standards, tasks, and lessons for aspects of rigor. Participants will be able to observe and coach the rigor shift in teacher practice. Agenda: Opening Activator Rigor: What and Why? Find the Rigor Observing for Rigor Apply an Equity Lens to Rigor 1 min. Speaker Notes: We’ll start by looking carefully at the shift of rigor in math, with an emphasis on why it’s important and what it looks like in grades K-5.

Teachable Moments Activator
RIGOR IN GRADES K–5 Teachable Moments Activator Step One – Pair Stand and find a partner. Remain standing. Step Two – Count At the facilitator’s direction, count off 1–6. Step Three – Analyze 4 min. – Analyze your assigned statement for its misconceptions. Step Four – Role Play 3 min. – Practice coaching to undo the misconception(s). 3 min. – Provide feedback. 3 min. Speaker Notes: Let’s start the day with an activator that serves 3 purposes: 1. It helps you remember what we learned yesterday about Focus and Coherence. It helps to surface common misconceptions that educators have when they learn about the shifts. It gives you a chance to practice a coaching conversation to undo a misconception. Here’s the scenario: Imagine you have just finished a day of PD with teacher you work with. You loved the Institute session on Focus and Coherence so much that you decided to replicate the experience with teachers (the materials are free, after all!). After the session, you check-in with individual teachers to hear what they intend to do with their new-found knowledge. Unfortunately, their answers are problematic and you need to address their misconceptions. (For participants who do not regularly work directly with teachers, imagine these are statements made by colleagues you work with in your support of standards-aligned instruction.) Now here’s the protocol: <Click > through steps 1 and 2 and have them do them. <Click> through steps 3 and 4 and explain them. For the coaching role play. This is a one-way coaching practice: 3 min. to coach and 2 min. for the coachee to provide feedback on the effectiveness. Last Point: Facilitator will monitor time and call out when to switch activities. IMAGE CREDITS:

Teachable Moments Activator
RIGOR IN GRADES K–5 3. I’m going to make sure I spend at least half my time this year teaching the major work of the grade. Teachable Moments Activator 1. Counting and Cardinality isn’t relevant in 1st grade, because there is no CC domain in 1st– only Kindergarten. . 2. I decided to skip the 4th grade Geometry domain because everything in there is an additional cluster. 6. I’m going to make sure all the problems/tasks that I assign always align to at least two different standards. 4. My kids can’t do 4.NF.A.1 so I’m teaching 3.NF.A.I first. 5. To strengthen connections, I’ll make sure that my students are solving each problem in as many different ways as possible. 15 min. Speaker’s notes: 10 min. to analyze and role play 4 min. analyze statement for misconceptions 6 min. to role play coaching conversation 3 min. role play 3 min. feedback on effectiveness of coach 5 min. to answer any misconceptions questions they might still have Keep this focused on the content of misconceptions about Focus and Coherence If any time left, you can ask what an activity like this does for an adult learner or ask if anyone in the room regularly surfaces misconceptions as a part of their professional development activities. MAIN POINTS: Help build out some of the nuance and inputs to instructional decision-making. Correct Answers It is relevant as a prerequisite. From our Kindergarten Counting & Cardinality: Unbound Content Guide: Counting & Cardinality standards in Kindergarten provide a significant conceptual basis for almost all later work within the Operations & Algebraic Thinking (OA) and Number & Operations in Base Ten (NBT) domains. Together, these two domains comprise the heart of the mathematics students learn in Kindergarten through Grade 2. Additional clusters are not to be skipped—doing so would put students behind as they move to the next grades where Geometry is major work. Major work should comprise the bulk of the learning for the grade level, not “at least half.” Half is not enough, it should be the bulk (at least ⅔ of the learning). Bigger idea is about depth over breadth. Deep learning over fast learning. Spending a lesson or two on a prerequisite is fine, but students should very quickly be moving into grade level content. Another way of tapping into prerequisites is to spend the beginning of each lesson connecting students to previous learning (vs. devoting entire lessons to reteaching). The math team calls this “coherent content in context.” This is overkill. Math is intended to be efficient. Solving problems in different ways may make sense some of the time—particularly when the idea is new—but it is poor practice to do it all of the time. Another example of an overcorrection. Having students learn the content demanded by one standard is fine, especially when the standards ask demonstration of deep conceptual understanding, modeling and/or application. Rich, quality math tasks help make this happen for students. Within-grade Coherence is helpful when the connections are made appropriately and planfully. The Coherence Map can help map these connections out for you. And good curriculum will do that work for you as well. Final Point: We should not be turning the math shifts into recipes.

Rigor – What and Why? “Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades.” From the Common Core State Standards 2 min. Speaker’s Notes: Ask: Can I hear from 1–2 people: how would you define Rigor? <Click> for the animation to show the definition. Say: A common misconception is that Rigor just means “hard.” It doesn’t. Rigor has a specialized meaning in the context of Common Core math. From CoreStandards.org: “Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades.” This morning we talked about what mathematical content is important, and what connections exist between standards. Rigor has everything to do with how students engage with mathematical content: It implies a balance of conceptual understanding, procedural skill and fluency, and application. But why do we care about these aspects of mathematical understanding? IMAGE CREDITS:

From the CCSS for Mathematics
RIGOR IN GRADES K–5 From the CCSS for Mathematics “Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like?” “There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).” “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.” 1 min. Speaker’s Notes: 30 sec. – To read; Say: Take a moment to read this quoted section from the CCSS for Mathematics. 30 sec. – Say: The study of mathematics instruction in this country has identified a number of things we are trying to correct for with the CCSS. One of them is our lack of helping children understand math concepts deeply. I’d like you to think of how this may have impacted mathematical learning for you. Think for a moment: Is there a time where you learned a procedure or a mnemonic or a way of doing the math without understanding why or what math you were doing? And what impact did that have on your future learning—if any? SOURCE:

Paired Learning Activator
RIGOR IN GRADES K–5 Paired Learning Activator Is there a time where you learned a procedure or a mnemonic or a way of doing the math without understanding why or what math you were doing? And what impact did that have on your future learning—if any? 7 min. Speaker’s notes: 4 min. – Stand and find someone you have not yet connected deeply with in this Institute. Share your experiences for about 4 minutes Note: It is important that people stand for this activity so it also acts as a mini-energizer. 3 min. – Still standing with partner, ask the group to share out their experiences. IMAGE CREDITS:

From “Adding It Up” RIGOR IN GRADES K–5 1 min. Speaker’s Notes:
Researchers in the late 90s identified 5 components (or strands) of mathematical proficiency. Note particularly these 4: adaptive reasoning, conceptual understanding, procedural fluency, and strategic competence. These form the basis of what we call “Rigor” in the standards. (Adaptive reasoning is also about Rigor. It is the application/modeling portion of it and works hand-in-hand with Strategic Competence.) The other strands make up the mathematical practices. Ask a question: How well do you think our instruction is currently balanced among these three aspects of Rigor? (1 answer here because of time)

From TIMSS Video Study RIGOR IN GRADES K–5
2 min. Speaker’s Notes: TIMSS video study in the late 1990s compared 8th-grade math instruction in seven participating countries. Despite the recognition that a balance of the different strands of mathematical proficiency is necessary (Adding It Up), on average 75% of “private work time” is spent repeating procedures in the United States. The point of the slide is not to draw conclusions about what the impact of "repeating procedures" might be, but to show the gap between what's happening in the United States and what research about the Adding It Up research says. Note: Repeating procedures in this context means following modeled algorithms/procedures rather than independently applying strategies (without heavy guidance) or time spent demonstrating conceptual understanding by explaining thinking. QUESTION PARTICIPANT MAY ASK: Might have a leader talk about how our students/culture is different...need to emphasize what the research says what students need, ... and what we control. Other TIMSS background: The TIMSS 1999 Video Study was a study of 8th-grade mathematics and science teaching in seven countries. The study involved videotaping and analyzing teaching practices in more than one thousand classrooms. In conjunction with the International Association of the Evaluation of Education Achievement (IEA), the study was conducted by the National Center for Education Statistics, U.S. Department of Education under a contract with LessonLab, Inc., of Los Angeles, California. Although Japan did not participate in the mathematics portion of the study, the Japanese mathematics data collected as part of the TIMSS 1995 Video Study were re-analyzed for the TIMSS 1999 Video Study. U.S. mathematics data collected as part of the TIMSS 1995 Video Study were also re-analyzed.

From TIMSS Video Study RIGOR IN GRADES K–5 2 min. Speaker’s Notes:
Additionally, the kind of non-routine problem solving implied by the application shift does not seem to be happening either. Compared to some other high-performing nations, we spend a smaller amount of time on problems that take longer than 45 seconds. (Only 61% of problems are solved in longer than 45 seconds.) QUESTIONS PARTICIPANTS MAY ASK: I think a lot of times educators talk about how technology prevents students from spending extended focus time on problem solving...this graphic completely debunks that. Looking at developed nations that have large access to technology, the excuse that students don't have stamina isn't valid. Note about these slides: While TIMSS is conducted every few years, this "interesting" data (about time spent on different things in classrooms, etc.) comes from the TIMSS Video Study, which has only occurred once, in Otherwise, TIMSS is an assessment system that provides information about what students know and can do around the world. Still interesting, but doesn't give us information about what students and teachers are doing in classrooms.

Consider this Contrast
RIGOR IN GRADES K–5 Consider this Contrast USA How can I teach my kids to get the answer to this problem? Japan How can I use this problem to teach the mathematics of this unit? 1 min. Speaker’s Notes: Point to the USA question and ask, ”Is this familiar?” Point to the second question and say, “What differences would we need to see if we approached mathematics instruction this way?” From: If time, consider showing the first 2 minutes and 20 seconds of this video of Phil Daro, one of the authors of the Common Core math standards, speaking on teaching answer-getting vs. teaching mathematics:

RIGOR IN GRADES K–5 Three Aspects of Rigor Procedural Skill and Fluency: The standards call for speed and accuracy in calculation. Conceptual Understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios. Modeling/Application: The standards call for students to use math in situations that require mathematical knowledge. 2 min. Speaker’s Notes: The standards name and emphasize three aspects of Rigor that are a direct reflection of this research on mathematical understanding. Procedural skill and fluency shift refer both to “procedural skill” and “fluency.” In some cases, speed with calculations is particularly emphasized. Fluency should be built after conceptual understanding has been achieved. What does conceptual understanding look like? One way for teachers to get students to understand key concepts is to ask students to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Modeling/Application is not “just doing a bunch of real-world problems” but should genuinely require that students know which ideas to apply when and how to “mathematize” real-world situations.

Find the Rigor Protocol: Do the math.
RIGOR IN GRADES K–5 Find the Rigor Protocol: Do the math. For each, what aspects of Rigor are emphasized and how do you know? What are the grade level standards associated with each one? 10 min. to do all three tasks and identify standards Speaker Notes: Hand out the tasks sheet. Say: Rigor is baked into the standards. We’ll start to see what rigor looks like in a task and then and how it is embodied in the standards. For each task, “do the math” and discuss which aspects of rigor are present. Determine the grade level standard associated with each one. After the 10 minutes, we’ll come back together to see if we agree. If necessary, remind participants to challenge themselves to stay engaged and “do the math” despite their experience with math content. At the end of the task – ask participants to consider their perception of rigor relative to the 3-pronged aspect outlined in the Standards; Ask them to consider which students get to experience rigor as outlined in the Standards?

RIGOR IN GRADES K–5 Task #1 Juanita spent $9 on each of her 6 grandchildren at the fair. How much money did she spend? Nita bought some games for her grandchildren for $8 each. If she spent a total of $48, how many games did Nita buy? Helen spent an equal amount of money on each of her 7 grandchildren at the fair. If she spent a total of $42, how much did each grandchild get? 1 min. Speaker’s Notes: Answers: a) Juanita spent $54. b) Nita bought 6 games. c) Each grandchild gets $6. The highlighted aspect of Rigor is Application because students must use multiplication and division to solve real-world problems. Note the mix of multiplication and division within the task--students must choose different strategies for each problem. <Click> to reveal the standard 3.OA.A.3 As appropriate for the group, consider adding any unfamiliar terms to chart paper for reference as a glossary (e.g., arrays). Source: 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

RIGOR IN GRADES K–5 Task #2 The teacher gives the equation 4 × ___ = 12. Charlie finds the answer by writing and solving 12 ÷ 4 = ___. Explain why Charlie’s method works. 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. 1 min. Speaker’s Notes: Answer: Participants may come up with a variety of responses including verbal descriptions and drawings that relate division to multiplication. The aspect of Rigor is conceptual understanding—students must have a deep understanding of the meaning of each equation and the relationship between multiplication and division. <Click> to reveal the standard 3.OA.B.6. Source:

Task #3 1. Facts for speed and accuracy: 3.OA.C.7
RIGOR IN GRADES K–5 Task #3 1. Facts for speed and accuracy: a. ___ × 5 = 15 b. 10 ÷ 1 = ___ c. ___ = 6 × 10 d. ___ =20 ÷ 5 e. ___ = 7 × 10 f. 1 × 6 = ___ g. 9 × 2 = ___ h. 0 × 5 = ___ 1 min. Speaker’s Notes: Answers: a) 3, b) 10, c) 60, d) 4, e) 70, f) 6, g) 18, h) 0 The highlighted aspect of Rigor is procedural fluency because students must perform computations quickly and accurately. It’s important to note that there are standards that emphasize procedures, but may not include the word “fluently.” We may emphasize performing procedures accurately with less emphasis on speed for these standards. <Click> to reveal the standard. Transition to next slide by pointing out that Fluency is not the only aspect of Rigor required by this standard. Note that many standards may imply more than one aspect of Rigor. 3.OA.C.7 is an example (next slide). Source: 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Identifying Rigor in the Standards
RIGOR IN GRADES K–5 Identifying Rigor in the Standards Procedural Skill and Fluency Conceptual Understanding 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 1 min. Speaker’s Notes: Point out both aspects of Rigor required by this standard.

One Final Point: A Balance of Rigor
RIGOR IN GRADES K–5 One Final Point: A Balance of Rigor The Standards … set high expectations for all three components of Rigor in the major work of each grade. (1) The three aspects of Rigor are not always separate in materials. (2) Nor are the three aspects of Rigor always together in materials. (3) EVERY student MUST have opportunities to work at achieving the balance of rigor 1 min. Speaker’s Notes: In the teacher sessions, teachers are examining curricular materials for all aspects of Rigor, including how to look for a balance. We do not have time for that exploration in this session, but you should know: Criteria were developed to help states, districts, and schools faithfully implement the Common Core standards through evaluation of curricular materials. “Crosswalking” is not good enough; good curricular must be able to speak to the spirit of the standards. The Publishers’ Criteria makes clear this balance is important. “Of course, that makes it necessary that we first follow through on the focus in the Standards” (From Publishers’ Criteria). We must have a focused curriculum for teachers to be able to develop Fluencies, Conceptual Understanding, and Application (it’s an issue of time, essentially). Transition: Now let’s observe a video of instruction with rigor in mind. IMAGE CREDITS

Observing for Rigor 1 min. Speaker Notes: Again, as necessary based on the group, remind participants 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. Make any other necessary reminders about our use of video: 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.

Key Supervision Questions for Rigor
RIGOR IN GRADES K–5 Key Supervision Questions for Rigor What to Look For Opportunities for students: to become more fluent (efficient and accurate) with procedures Students practice, many times, with facts and procedures. Fluency activities build upon conceptual understandings students already have. to build their conceptual understanding Students being asked “why” to rationalize their thinking. Students working with models to process their thinking. to model/apply their thinking, particularly in real world situations Students working on rich math problems. Students use math absent of external prompts (e.g., “use addition to solve this problem”). 1 min. Speaker’s Notes: These are the key questions leaders and coaches ask when engaging classroom observations from a Rigor lens. These questions will help you collect the right evidence while in the classroom; they are terrific guiding questions around teacher development as well.

Observing for Rigor Standard: 5.MD.A.1, 5.NF.B.3 Prepare
RIGOR IN GRADES K–5 Observing for Rigor Standard: 5.MD.A.1, 5.NF.B.3 Prepare Look up the standard. Determine the aspects of rigor embedded in the standard. Capture Evidence of Rigor Aligned to the Standard Procedural Skill and Fluency Conceptual Understanding Modeling/Application 2 min. Speaker Notes: Go over the observation protocol and give participants a few moments to look up each standard and jot down notes about the aspects of rigor embedded in each.

RIGOR IN GRADES K–5 Observing for Rigor 5.MD.A.1 - Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. 5.NF.B.3 - Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. 3 min Speaker Notes: Share whole group Click to show highlighted phrases. 5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. 5.NF.B.3: Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. Answers: 5.MD.A.1: Procedural Skill and Fluency “Convert among different-sized standard measurement units within a given measurement system” Application “use these conversions in solving multi-step, real world problems” 5.NF.B.3: Conceptual understanding “Interpret a fraction as division of the numerator by the denominator.” Application “Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.”

Observing for Rigor RIGOR IN GRADES K–5 11 min Speaker 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.

After the Observation Procedural Skill and Fluency Evidence
RIGOR IN GRADES K–5 After the Observation Procedural Skill and Fluency Evidence Students practice, many times, with facts and procedures. Fluency activities build upon conceptual understandings students already have. Conceptual Understanding Evidence Students asked “why” and to rationalize their thinking. Students work with models to process their thinking. Modeling/Application Evidence Students work on rich math problems. Students use math absent of external prompts. 10 min. Speaker’s Notes: 5 min. – First, you will deconstruct what you just saw in terms of Rigor. Turn & Talk with partner. Make your discussions evidence-based 5 min. – Whole group shares. MAIN POINTS: Fluency: No evidence of "on the clock" fluency, but the problems gave the students plenty of practice with procedural skill (no direct teaching of procedural skill). Conceptual Understanding: Do Now discussion and kids explanation of their math (sub being split among 4 people). The girl in the pink sweater explained a lot—but her thinking is incorrect conceptually. In response to “Are they getting more than or less than a whole sub?”: "Less than because a decimal is less than a whole number.” Modeling/Application: The sub Do Now activity is a rich math problem. The Do Now seemed to be designed for them to "use math absent of external prompts" because it didn't tell them what math to use to solve it.

RIGOR IN GRADES K–5 After the Observation What questions would you now want to ask Mr. Colon? 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 his thinking and provide opportunities for his development. On the next slide, we have a couple to suggest that can help unpack his thinking and provide opportunities for her development around rigor.

Questions That Develop Rigor
RIGOR IN GRADES K–5 Questions That Develop Rigor Procedural Skill and Fluency Conceptual Understanding Modeling/Application If fluency opportunities are not present: Ask where fluency practice is/will be built in upcoming lessons. If students show fluency as a limiter in their math work: Ask how students’ lack of fluency will be addressed. Consider curriculum: fluency activities from high-quality lessons for the area that is limiting students. If conceptual understanding opportunities are not present: Ask how more opportunities may be worked into what the students are thinking when working with math concepts. If students show conceptual understanding as a limiter in their math work: Consider gaps: re-ask questions in Coherence activities. Consider curriculum: study high-quality lessons aligned to the standard of Focus. If application opportunities are not present: Ask how more application opportunities can be folded into the student math experience. If students are provided external prompts to complete application problems: Ask how the teacher can adapt opportunities so students can apply math without the prompting. Consider curriculum: study high-quality tasks aligned to the standard of Focus. 4 min. Speaker notes: These sets 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: We will use these questions to engage in a culminating video observation for math and then have an opportunity to practice using coaching for rigor as well as focus and coherence.

RIGOR IN GRADES K–5 Thumb Rating: Did we meet our objectives?
Participants will be able to describe the three aspects of rigor and why rigor is important. Participants will be able to evaluate standards, tasks, and lessons for aspects of rigor. Participants will be able to observe and coach the rigor shift in teacher practice. Apply an equity lens to observe and coach the rigor shift in teacher practice. <1 min. Speaker’s Notes: Before we wrap up this Math session, 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.

RIGOR IN GRADES K–5 Processing & Application
STOP AND JOT What important understanding do you want to take away from our discussion about Shift 3? What implications does the importance of rigor 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 3, 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 3 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.

Observing the Standards and Shifts in Grades K–5
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: Observing the Standards and Shifts in Grades K–5 129 min. as designed: 61 min before lunch 68 min after lunch (15 min break included) Materials: 4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor Post-its ® on tables Chart paper 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. 11 min. video: Summer 2017

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 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 Apply an Equity Lens to Observing the Standards and Shifts 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 – with a culminating video observation and coaching role play.

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.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Observing for Standards and Shifts Standard: 2.MD.D.10 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? Students working harder or taking longer to grasp concepts? What aspects of Rigor are emphasized? Is the instruction equitable? 10 min. Speaker’s Notes: Let’s start by preparing—get your app queued up for the standard and determine whether this is a major area of Focus for 3rd grade. Next, use the app and/or the Coherence Map to determine the prerequisites. Last, identify the aspects of Rigor that this standard demands. 2.MD.D.10 – 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 problems (see Glossary, Table 1) using information presented in a bar graph. Focus – Not a grade level standard; this is in a Supporting Cluster for 2nd grade, Represent and Interpret Data. Coherence – 1.MD.C.4 is a prerequisite for this standard: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another; Within-Grade Coherence is possible for 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem 1). Rigor – Conceptual Understanding - Solve simple put-together, take-apart, and compare problems (see Glossary, Table 1) using information presented in a bar graph. Modeling/Application - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Procedural Skill/Fluency –

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Observing for Standards and Shifts 11 min. 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.

After the Observation Step One – Focus Start with the Standard.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 After the Observation Step One – Focus Start with the Standard. What standards are being taught? Is the instruction addressing the intended standard? 15 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 w/ partner. Make your discussions evidence-based. 4 min. – Whole group share discussion: ask whether Ms. Zemanek is teaching the full standard as intended. (Standard language is on next slide for reference.) MAIN POINTS: Standard: 2.MD.D.10 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 problems (see Glossary, Table 1) using information presented in a bar graph. Not on grade level From a Supporting Cluster in second grade When she reviews terms like Median and Range, she is dipping into 6th grade Statistics and Probability standards If she were on grade level, the standard could be 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Several students do a scaled graph (“counting by 2s”), but that wasn’t by design. There is no evidence using the graph to solve problems, neither for the 2nd grade standard “simple put-together, take-apart, and compare problems using information presented in a bar graph,” nor is there evidence of the 3rd grade standard “Solve one- and two- step “how many more” and “how many less” problems using information presented in scaled bar graphs.”

After the Observation Cluster: Represent and interpret data.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 After the Observation Cluster: Represent and interpret data. 2.MD.D.10 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 problems using information presented in a bar graph. 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 w/ partner. Make your discussions evidence-based. 4 min. – Whole group share discussion: ask whether Ms. Zemanek is teaching the full standard as intended. (Standard language is on next slide for reference.) MAIN POINTS: Standard: 2.MD.D.10 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 problems (see Glossary, Table 1) using information presented in a bar graph. Not on grade level From a Supporting Cluster in second grade When she reviews terms like Median and Range, she is dipping into 6th grade Statistics and Probability standards If she were on grade level, the standard could be 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Several students do a scaled graph (“counting by 2s”), but that wasn’t by design. There is no evidence using the graph to solve problems, neither for the 2nd grade standard “simple put-together, take-apart, and compare problems using information presented in a bar graph,” nor is there evidence of the 3rd grade standard “Solve one- and two- step “how many more” and “how many less” problems using information presented in scaled bar graphs.”

After the Observation Step Two – Coherence Review student evidence.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 After the Observation Step Two – Coherence Review student evidence. Where do you see evidence of students learning? 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. Zemanek – either across grade or within grade MAIN POINTS: The lesson cites a 2nd grade standard, which could be OK if it were being used to make connections for students who struggle. There is no evidence in the video that students struggled to make a tally chart or to draw a graph. There is one student at the end who relates having a clear square to being like a camouflaged animal, but this is the only interpretation example we see. The mentions of median and range are inappropriate examples of across grade coherence since they reference terms from 6th grade standards and do not help students make connections to prior learning.

After the Observation Step Three – Rigor
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 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? How is the instruction equitable? 18 min. Speaker’s Notes: 8 min. – Click to show step three. Say: 10 min. – Whole group share discussion: ask whether the saw evidence of Rigor by Ms. Zemanek. 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: Conceptual Understanding – No evidence of this aspect of the standard: “Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.” Modeling/Application – Students did draw a bar graph with 6 categories, but not necessarily a single-unit scale, per the 2nd grade standard, nor was it a “Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.” It also did not meet the 3rd grade standard, “Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.” Procedural Skill/Fluency – Bring participants back to their equity lens. What did they notice from their equity lens? What opportunities exist? Transition: 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 prioritize areas of misalignment to address with the teacher and practice with a coaching role play.

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

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.

So, what is not aligned in this instruction?
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 So, what is not aligned in this instruction? Focus Coherence Rigor 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: 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.

Coaching Role Play 1 min Speaker’s Notes:
Now let’s practice coaching either teacher on an important area for development. 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 gain 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. Or perhaps your organization provides services or products to support college- and career-ready standards alignment for which you may need to analyze instruction like this to determine school/district needs. If choosing to role play as someone other than a principal or coach, it’s helpful but not necessary to partner with someone in a similar role.

Coaching Role Play: Purpose and Process
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 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: Restate 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 review of the process from yesterday: 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.

in the context of an authentic classroom situation.
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 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 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,

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

Role Play #1: Reflect and Feedback
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Role Play #1: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view. 2 minutes – Identify what worked. Coach first Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal. Share 1–2 other pluses that you can identify. Teacher/Leader 1–2 moves that the coach made that deepened your understanding of standards- and shifts-alignment. 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: Review directions and facilitate the time by calling it out.

Transition to Role Play #2
OBSERVING THE STANDARDS AND SHIFTS 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:

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

Role Play #2: Reflect and Feedback
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Role Play #2: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view. 2 minutes – Identify what worked Coach first Start with stating your goal(s) for the discussion and 1–2 moves you made that supported that goal. Share 1–2 other pluses that you can identify. Teacher/Leader 1–2 moves that the coach made that deepened your understanding of standards- and shifts-alignment. 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:

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Thumb Rating: Did we meet our objectives?
Participants will be able to observe and coach teachers on the standards and the shifts in mathematics. Apply an equity lens to observe and coach teachers on the standards and the shifts in mathematics. <1 min. Speaker’s Notes: Before we wrap up this Math session and take a break, let’s do a thumb rating for how well we individually feel the session’s objective was 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.

What new learning do you now have?
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Processing & Application STOP AND JOT Think about your initial knowledge of the standards and the shifts in mathematics. What new learning do you now have? What do you intend to do differently in your role and context? Consider: Professional development (for you and others) Planning Curriculum Equity Systems/Structures Policy & Programming 8 min Speaker Notes: 4 min - In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on these questions. Remind participants to think about equitable practices and add comments/questions to the equity wall. Encourage participants to put any lingering questions on the parking lot. 3 min – Ask for a couple of reflections from the group. Sum up: This is really about having standards front and center for teachers, and providing 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.

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

Adaptations for Struggling Learners K–5
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: Adaptations for Struggling Learners K–5 135 min as designed Materials: Handout packets Participants will likely want to refer to their SAP Focus handout from the previous day as well. A quick word about naming students as struggling learners: How we “see” and “name” students speaks directly to how we educate them. We know EVERY student faces academic challenges throughout their learning experience at one time. We must be careful with our labeling. Students who “struggle” may be working harder or taking longer to grasp concepts. Documents are from: Grade 3 all math curricula (scroll down past module 1): Summer 2017

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Objectives and Agenda
Participants will be able to assess a curriculum for Focus and use across-grade Coherence to guide adaptation. Participants will be able to adapt a curriculum map for students below grade level. Participants will be able to identify the technical problems and adaptive challenges that must be addressed in order to lead change. Agenda: Naming the Challenge Curriculum Map Scavenger Hunt Curriculum Map Adaptation Leading Adaptive Change Role Teams Apply an equity lens to Adaptations Survey 1 min. Speaker’s Notes: We’ll start by naming some challenges we have with struggling learners in mathematics. What we learned about Focus and Coherence yesterday is really going to drive what happens in your schools for these children. Since one of the answers lies in how we adapt curriculum maps, we’ll first look at one curriculum map and learn how to figure out if the scope and sequence places a correct emphasis on the major work of the grade. We want you to to be able to do this with any grade level of your own curricula back at home. Next, you will practice making some adaptation decisions based on your identification of the major work and the prerequisites needed for below grade level students to engage in that on-grade-level work. We’ll spending some time looking at this work from a leadership lens using part of the Adaptive Leadership framework by Ronald Heifetz. Finally, we will have time to reflect on how the day’s learning is relevant to our context in role teams. As participants consider the relevance of looking closely at classroom curriculum to their specific role, offer these comments as needed. Principals and other school-based instructional leaders should be engaged in curriculum review, selection and adaptation for alignment to college- and career-ready standards. A district / state leader or education partner is often engaged in curriculum review, selection or adaptation as well. Regardless of role, seeing how aligned instruction looks in unit and lesson plans is an important way to solidify understanding of these principles and practices. Understanding how to adapt those lessons and plans to meet students’ needs in a way that is aligned to the shifts is also an important understanding.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Naming the Challenge
What percentage of your students are not at grade level in mathematics? 2 min. Speaker’s Notes: Say: Think for a moment. What percentage of your students, or students in the schools/districts you work with, are not at grade level, do you estimate? Share responses with a show of hands (less than 25%, 25% - 50%, more than 50%). We know ALL students arrive at school at varying academic levels. Our perspective about the variance and what we do with it is determines how our students respond to the variance as well. It’s critical for participants to mind their perspectives of students who learn differently and arrive at school at varying academic levels. IMAGE CREDITS:

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Avoiding the “Blanket Review”
2 min. Speaker’s Notes: We are trying to avoid the kind of “blanket review” that we grew accustomed to in the past—spending half the year reviewing what we did last year. Acknowledge that teachers might think teaching previous grade-level content for the first part of the year IS addressing prerequisite thoughtfully— rather than embedding prerequisites where they make the most sense coherently with the major work of the current grade level.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Percentage of 8th Grade Math Lessons That Were Entirely Reviewed, by Country (1999) 1 min. Speaker’s Notes: In fact, TIMSS data show that in the United States, we spend a major chunk of the school year just reviewing. SOURCE:

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 From the Appendix to the Publishers’ Criteria
“The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade-level content, but should prompt explicit attention to connecting grade-level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built Much unfinished learning from earlier grades can be managed best inside grade-level work when the progressions are used to understand student thinking.” 4 min. Speaker’s Notes: Allow participants to read this to themselves. Unfinished prior learning is best completed in context. That is, we find the places in our curriculum where unfinished earlier learning logically fits. This allows us to preserve focus and coherence. Ask: If this is the case, what strikes you about what you and your teachers, or you and colleagues in your context, need to know and be able to do to make this happen? MAIN POINTS: Understand the Coherence shift and how it helps students access grade level work Know the prerequisite standards well or how to find them and use them to inform grade level instruction Use the prerequisites in instructional planning For you to lead or support others with this, it is important for you to apply what you now know about Focus and Coherence to curriculum maps. Let’s analyze one now.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Curriculum Map Scavenger Hunt
You’ll look at: The curriculum map for the year Titles of each module The standards associated with each module 1 min. Speaker’s Notes: The first step is to be able to diagnose how well any curriculum map attends to the major work of the grade. Specifically, we want you to be able to determine how much time is spent on the major work standards as well as when in the school year students are immersed in the major work (early, not late). For this activity you’ll be looking at “A Story of Units”—the curriculum map for P–5 ENY curriculum from Grade 3. We’ll first take some time to see what is in this unit. Hand out Grade 3 Curriculum Overview, A Story of Units, pages 34–43 (9 pgs).

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Curriculum Map Scavenger Hunt
The purpose of this activity is to practice analyzing a curriculum map for Focus, an essential input when making decisions about adjusting scope and sequences. How many modules focus on major work? How many days of instruction are needed? What percent of the instructional year is this? Name all modules that include major work, supporting, and additional content standards. 20 min. Speaker’s Notes: You have 15 minutes. Choose your preferred way of working: alone; in pairs or in very small groups (3 or 4 people). If you are more than a pair, move together so you can track where you are in the document. 5 min. – When done, share answers. Answers are as follows: Grade 3 Scope and Sequence: 1. Five out of seven focus on major work (Modules 6 and 7 excluded) Module 1: All OA major work Module 2: NBT Additional cluster and MD major work Module 3: return to all OA major work Module 4: MD major work (geometric measurement and multiplication) Module 5: NF major work Module 6: MD supporting cluster Module 7: MD supporting/additional clusters AND G major work instructional days 3. 72% 4. Module 5: Fractions as Numbers on the Number Line; Module 7 Recognize perimeter… Transition: Reminder of the purpose for this activity: knowing Focus is an important input when making decisions about adjusting scope and sequences. Now that we have a good idea of what is in this scope and sequence, let’s talk about how it would be adapted for kids who struggle. IMAGE CREDITS:

Consider expanding focus on major content where necessary.
ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Adaptation Process: Scope and Sequence Use the progressions to add prerequisite standards from prior grades to all units. Consider expanding focus on major content where necessary. + X.1, Y.2 + X.1, Z.5 + Z.2 + X.3 + X.1, Z.5 + X.1, Y.5 + X.4, Y.5, Z.6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below 5 min. Speaker’s Notes: The answer lies in how we use time, knowing the prerequisites, when we conduct reviews and how. Adapting for students with gaps is a multi-step process. Some curricula look like this—where major, supporting and additional clusters are spread throughout the year. When we consider a scope and sequence, we start by thinking about the prerequisites for all units. Imagine, here, that “Grade X” is the year before, “Grade Y” is two years prior,” and “Grade Z” is three years below the grade you teach. When a unit is focused on Major Content—we consider spending more time there. This slide is about thinking about what you might need to add. Major Content Major Content Major Content

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Adaptation Process: Lessons
Adapt lessons to include prerequisite content in the context of grade-level objectives. The prerequisite standards we associate with each unit allow us to adapt lessons and add additional lessons. Consider adding additional lessons that address prerequisite content where necessary and appropriate. 5 min. Speaker’s Notes: We are also able to adapt lessons themselves. We use grade level content as opportunities to review prior learning; for example, using addition of fractions with unlike denominators as an opportunity to review fraction equivalence. If necessary, we add additional content lessons as well, where necessary and appropriate. In cases where upwards of 50% of students are not at grade level, this strategy should be emphasized more. Ask: what structures do you (or schools you work with) already have in place to help add additional lessons to address the prerequisites? Sample answers may include use of RTI time or Gap or Flex days. If they don’t offer those strategies, ask if anyone is using these structures to review prerequisites prior to on grade level work (they may only use them in response to formative assessment data). The next slide shows an example of a curriculum that helps you with this. 1 2 3 4 5 6 7

4 min. Speaker’s Notes: This is a screen shot from Module 1 of the Story of Units. Point out the recommendations for consolidating and omitting lessons. If you know you can omit a lesson, then you know you have room you can use to plug in the prerequisites. Also note the balance of Rigor it claims. Let’s look at the Story of Units third grade curriculum map, tap into what we know about Coherence, and make some proposals about how to adjust it for struggling students.

Identify adaptations for the sequence of lessons within the module.
ADAPTATIONS FOR STRUGGLING LEARNERS K–5 A Pivotal Moment for Third Graders It is late October, and you are leading a third-grade team as team members plan to implement Module 3 in A Story of Units. Historically, this team has had good success ensuring that students are fluent with their multiplication and division facts, but the data indicate that a significant percentage of students struggle with applying what they know about these two operations to new or novel problems. What do you and the team need to do to adapt this module, so these students catch up? Identify the prerequisite standards you'd need to add to adapt this module. Identify adaptations for the sequence of lessons within the module. Identify adaptations for the year-long scope and sequence. 25 min. Speaker’s Notes: 20 min. Hand out the Module 3 Overview (10 pages). Use it along with the standards and the “Coherence Map” to determine the prerequisite standards to add to Module 3. Then consider if you would think about adding more time to this module, and why (or why not). 5 min. Ask two groups/people to share what they adapted and why.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Final Points and Recommended Practices
Adaptations for students who are working harder or taking longer to grasp concepts should take place within the units and lessons. More time can be given to the units with major work of the grade by adjusting the scope and sequence. When a review is needed, teachers should use the prerequisites at the beginning of a lesson to prepare students for the lesson’s grade-level content. If necessary, we can add additional content lessons as well, where necessary and appropriate. In cases where upward of 50% of students are not at grade level, this strategy should be emphasized more. 10 min. (2 slides) Speaker’s Notes: <Click> through each bullet point, and test for misconceptions or misunderstandings. IMAGE CREDITS

Preserving Focus and Coherence is essential!
ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Final Points and Recommended Practices It is not a wise practice to: Conduct mass reviews of content from prior grade levels, even for students who are below grade level. Fill in knowledge gaps with mnemonics and recall strategies to unfinished learning from prior grades. 10 min. (including previous slide) Speaker’s Notes: <Click> through each bullet point, and test for misconceptions or misunderstandings. If time and appropriate for the group, encourage participants to take seconds to jot down a note to themselves about how the processes of (1) examining curriculum for alignment to the shifts and standards, (2) making adaptations in a way that are aligned to the shifts, (3) applying an equity lens are relevant in their role and any next steps needed. Transition: We’re going to move now to leadership, and some considerations for leaders to ensure mathematics is happening in a way that will prepare students for college and careers. IMAGE CREDITS Preserving Focus and Coherence is essential!

Leading Adaptive Change
1 min. Speaker’s Notes: We want to move your view of this work from the details of curriculum and lessons and back to the role of the leader. This last section of our day will be rooted in the work of Ronald Heifetz, who first mapped out the theory of Adaptive Leadership. While Adaptive Leadership, in its entirely, is a deep and complex leadership framework that we encourage every leader to study, for today, we will pull out a couple of its basic tenets to help you plan your next steps in this work.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Individually Reflect and Write
When you think about the current state of mathematics curricula, planning, and instruction back at home and when you think about what you have learned in these past two days . . . How would you describe the ideal for this challenge and the reality as it exists now? How wide is that space and in what ways? 5 min. Speaker’s Notes: Let’s start—as Heifetz always does—with diagnosis of where you want to go and where you are now. You can think of this question from a school- or district-based role, or from the perspective of a school partner that supports what happens in schools and districts in your work. Give 4-5 minutes for individual reflection and writing time.

“An adaptive challenge is one which the team may have
ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Technical Problem? Adaptive Challenge? “An adaptive challenge is one which the team may have no idea how to solve.” Adaptive challenges can only be addressed through shifts in people’s values, beliefs, behaviors, priorities, habits, and loyalties. Adaptive challenges require learning. “Technical problems have known solutions” that can be implemented by someone, somewhere. Not easy or unimportant, but the problems are well-defined. Technical problems require resources and expertise. “Problems do not always come neatly packaged as either adaptive or technical. Most problems come mixed, with the technical and adaptive aspects intertwined.” Ronald Heifetz, Alexander Grashow, Marty Linskey The Practice of Adaptive Leadership 8 min. Speaker’s Notes: Heifetz says, “The most common cause of failure in leadership is produced by treating adaptive challenges as if they were technical problems.” Let’s look at definitions of these terms and then discuss an example. <Click> through each definition. Let me give you an example: A high school has very poor attendance, roughly around 70% on any given day – that is their current reality. The school knows that its ideal is to be above 90% attendance on any given day. So there is a 20 percentage point gap between the ideal and the current reality. It is very clear. Ask: having heard this—what might be going on? Take 2 answers. Let me give you a little more information: Technically, they also know they have a lousy attendance system. There is no clear process for teachers to send an accurate accounting of students present each day – much less each period. They use a hand-written list that must be delivered by a student to the office. It is unclear how often this should be done or in what timeframe. These are all technical problems. The problems are well-defined and they have known solutions – al they need is some resources and/or expertise. If the school takes care of all of these problems, do you think they will get to their 90% goal? Why or why not? No—because an attendance reporting process and some jazzy software will not address the shifts needed in values, beliefs, behaviors, priorities, habits or loyalties. You have to address both.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Individually Reflect and Write
Which parts of your challenge are adaptive? Which are technical? Have you been applying technical fixes to the adaptive work? In what ways are these changes adaptive for you? What do you have to learn? What shifts do you have to make of values, beliefs, behaviors, habits, loyalties and/or priorities? What will you do now? 6 min. Speaker’s Notes: This will be a think-pair-share. First, take 6 minutes to write your reflections to the following: Now, we’d like you to reflect on the adaptive and technical aspects to making the ideal state happen for your work. First <Click> write about the adaptive and technical aspect of your challenge. Reflect on whether you have been applying technical fixes to the adaptive work. But we often think of change as something that others have to do, so please also reflect on <Click> the ways these changes you’d like to see are adaptive for you. And finally <Click> set intention for what you want to do next.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5 Pair and Share
Which parts of your challenge are adaptive? Which are technical? Have you been applying technical fixes to the adaptive work? In what ways are these changes adaptive for you? What do you have to learn? What shifts do you have to make of values, beliefs, behaviors, habits, loyalties and/or priorities? What will you do now? 12 min. Speaker’s Notes: 8 min. – Stand and find a partner. Have a paired sharing of your reflections. We’d especially like you to share your own personal reflections on the adaptive work you must do personally. 4 min. – Remain standing and ask for people to share 1–2 reflections for the whole group to hear. Transition: Before ending the day, and our math portion of the institute, we will take time to process and share our thinking in role teams and reflect on the session’s objectives.

ADAPTATIONS FOR STRUGGLING LEARNERS IN GRADES K–5 Role Team Time
Join your role team. 1. Download your key learning with one another and share how it is relevant to your role. 2. Share how mathematics 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. This time is flexible for the group to reflect on the leadership challenges they just analyzed as well as how implementation of rigor or math in general is going in their context and how they plan to address areas in need of improvement. 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

Thumb Rating: Did we meet our objectives?
ADAPTATIONS FOR STRUGGLING LEARNERS IN GRADES K–5 Thumb Rating: Did we meet our objectives? Objectives Participants will be able to assess a curriculum for focus and use across-grade coherence to guide adaptation. Participants will be able to adapt a curriculum map for students below grade level. Participants will be able to identify the technical problems and adaptive challenges that must be addressed in order to lead change. 1 min. Speaker’s Notes: 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.

ADAPTATIONS FOR STRUGGLING LEARNERS K–5
1 min. Speaker’s Notes: Tomorrow, we change to ELA, and we change content facilitators. Thank you for our mathematics learning these past two days. And thank you, participants, for helping us create a space where it is “safe to not know” and to ”get smarter together.” Transition: Time for our end-of-day survey. IMAGE CREDITS:

RIGOR, OBSERVING STANDARDS AND SHIFTS, AND ADAPTATIONS IN GRADES K–5
References Slide Source 11 12 14–16 20 21 22 27–30 38–43 62 63 64, 65 74 Ronald Heifetz, Alexander Grashow, Marty Linskey The Practice of Adaptive Leadership

RIGOR, OBSERVING STANDARDS AND SHIFTS, AND ADAPTATIONS IN GRADES K–5
Image Credits Slide 9: Slide 11: Slide 13: Slide 24: Slide 44: Slides 50, 52, 53: Slide 57: Slide 60: Slide 65: Magnifying_glass_icon_mgx2.svg/2000px-Magnifying_glass_icon_mgx2.svg.png Slide 70: Slide 71: Slide 76: Slide 79:

Leadership Pathway: Rigor in Grades K–5 Summer 2017

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Leadership Pathway: Rigor in Grades K–5 Summer 2017

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