1. Leadership Pathway: Focus in High School July 2016
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Leadership
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Leadership Pathway:
Focus in High School
120 min before lunch (through Task #1)
75 min after lunch (not including break)
Materials: Sticky notes, markers, chart paper
Handouts:
PARCC Model Content Frameworks handout
Video Observation Protocol handout
Content Coaching Unbound handout
Videos:
1 video – 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.
12 min. video –
July 2016

2. 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.
1 min.
Speaker 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.

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

4. Go deeper on standards and shifts but see how they play out in school.
FOCUS IN HIGH SCHOOL
We Will…
Go deeper on standards and shifts but see how they play out in school.
Examine standards-aligned resources.
Do the math! Read the texts! Write the questions!
Practice standards-based observations, including:
How to best prepare before going into classrooms.
What to look for when in a classroom.
Questions to ask when following up with a teacher or leader.
Think about how what we are learning impacts what we will do in school.
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.
These strands run through all of our work:
Supporting students with gaps in learning
Digging deep into math and ELA content by “doing” the math and ELA tasks
Knowing what standards-aligned instruction looks like—and what it doesn’t
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.

5. The Week At a Glance FOCUS IN HIGH SCHOOL 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 a Comprehensive Literacy Program
Thursday
Building Knowledge and Vocabulary
The Juicy Language of Text
Friday
8:30–2:30
Organizational Systems and Structures
1 min.
Speaker Notes:
Here is what this week will look like.

6. Data Collection at Standards Institute
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Data Collection at Standards Institute
Data Collection
Pre-survey
(10–15 min.)
Knowledge
Daily survey (5–10 min.)
Feedback
Analysis
Facilitators
Institute team
Immediate adjustment:
Content
Facilitation
Operation
2 min.
Speaker Notes:
We take feedback very seriously.
As part of your pre-work, you were asked to complete a pre-survey of quiz-like questions aligned to the learning objectives for this Institute. Of course, we did not expect that you knew all the answers before you came to Institute. But we did use that information to help us prepare for Institute.
Each day, we will reserve the last 10 minutes of the final session for you to complete a Daily Survey, which will include feedback for the day (facilitation, operation, the learning), as well as the same quiz-like questions that are related to what you learned that day.
It’s a way for facilitators and the Institute team to get feedback on what worked and what could be better.
We will address your feedback the next day.
Please take the time to complete the Daily Survey before you leave the room today so there is enough time to process and learn from your feedback.

7. Norms That Support Our Learning
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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 don't know or thought you knew).
Stay in learning orientation vs. performance orientation—growth mindset.
Be an active and hands-on learner:
Be active during video observation by capturing evidence in writing.
Use technology to enhance learning.
Be present (monitor multi-tasking, technology, honoring timeframes).
Equity of voice:
Share ideas and ask questions, one person at a time (airtime).
Contribute to a learning environment where it is “safe to not know.”
Appreciate everyone's perspective and journey.
Be okay with discomfort and focus on growth.

8. Participants will be able to identify the major work of the grade.
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Objectives and Agenda
Objectives:
Participants will be able to identify the major work of the grade.
Participants will be able to evaluate tasks for alignment to standards.
Participants will be able to observe and coach the Focus shift in teacher practice.
Agenda:
Opening and Community Builder
Framing the Challenge
Task Analysis
Observing for Focus
Afternoon: Observing and Coaching the Focus Shift
1 min.
Speaker Notes:
After a Community Builder, we’ll start by looking carefully at the shift of Focus in math, with an emphasis on why it’s important and what it looks like in high school.

9. Share your name, role, and where home is.
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Community Builder
At your tables:
Introduce yourself.
Share your name, role, and where home is.
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 talk to their table partners about the questions on the slide, and share one or two responses.
3 min. – Raise your hand if…
Transition: We’ll start in the classroom, with our first observation.
Image Credit: 9

10. Classroom Video Observations
2 min.
Speaker Notes:
A note abut the videos we use, their purposes, and their limitations.
Throughout the week, we will be using video for virtual classroom observations.
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 instruction.
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.

11. Time for a Classroom Visit
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Time for a Classroom Visit
Think about how you normally prepare to observe a math lesson.
What do you check in advance? What are the go-to tools you use?
Watch the video.
Treat the video as instruction in one of your classrooms. Capture the evidence that you observe in writing so 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 and pretend the teacher is a teacher in your building.
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.

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

13. FOCUS IN HIGH SCHOOL
Turn & Talk
With a partner, discuss what you observed, the evidence you captured, and the questions you have for Ms. Collins.
10 min.
Speaker Notes:
Note: 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
4 min. – Whole group share:
1 min. – Ask for 1 piece of positive feedback with supporting evidence and
1 min. – 1 piece of improvement supporting evidence (don’t ask for feedback for improvement since a coach should gather more information about the teacher’s thinking before providing feedback).
1 min. – If it doesn’t come up, ask: Did anyone check to see if this standard is part of the major work of Algebra II?
Standard: S.CP.9
1 min. – Transition: There is a lot of strong instruction going on in this classroom, and we will come back to this video again to discuss further. First, let’s learn a little about the Focus shift so we can deepen our understanding before assessing Ms. Collins’ instruction any further.

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

15. National Mathematics Advisory Panel
FOCUS IN HIGH SCHOOL
National Mathematics Advisory Panel
“A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.”
1 min.
Speaker Notes:
Do not read it, but point out the highlighted text.
So how do we get more students ready for college and career?
The National Mathematics Advisory Panel studied all the relevant research and came up with this recommendation: curricula must focus on the key elements of algebra.

16. Look at the Standards for Your Course
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Look at the Standards for Your Course
What are the standards “underlying success in school algebra”?
How do you know?
10 min.
Speaker Notes:
Handout the PARCC Model Content Frameworks document .
Ask participants to find the standards in their courses that will lead to success in algebra. Then ask participants to share.
MAIN POINTS:
Algebra and Algebra II teachers should be able to name almost any standard in the Algebra and Functions categories.
Geometry teachers may initially not find standards but note that work within G-GPE (coordinate geometry), G-GMD (work with volume formula in real world situations), and G-SRT (trigonometry, proportionality with figures) are related to algebraic elements.

17. Before We Start: Orienting to the Organization of the Math Standards
FOCUS IN HIGH SCHOOL
Before We Start: Orienting to the Organization of the Math Standards
HSF-IF.A.1
HSF: grade level and conceptual category
IF: 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 first start by talking about the way the math standards are organized.
NOTE to FACILITATOR: Emphasize importance of cluster as a frame to the standard. Point out within-grade Coherence.

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

19. Before We Start … Using the App in Math
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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:
Confirm everyone has the app on their phone OR is using the CCSS website on their computer.
Apple:
Android:
Windows:
Amazon:

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

21. Before We Start … Using the App in Math
FOCUS IN HIGH SCHOOL
Before We Start … Using the App in Math
Swipe back and forth.
By swiping, now find standard:
HSS-MD.B.7
By searching, find standard:
S.CP.9
2 min.
Speaker Notes
To find standards - continued:
Scroll to find a standard within a domain & cluster. (language is included after the code to give some indication of what the standard is about.)
Once a standard is chosen: Swipe left and right to see the standards before and after the one you chose.
Note: Call out that standards in curriculum and other resources don't always include cluster letter but they are in this app; Don't forget to show how to use search bar

22. Quick Task: Using the App
FOCUS IN HIGH SCHOOL
Quick Task: Using the App
You are in a 10th grade algebra classroom and students are working on the following:
In each of the following equations, the variables represent real numbers. Assuming each equation is true, what can you conclude about the values of the variables? Explain each step in your reasoning.
2z + 3 = 0
7x = 0
7(y−5) = 0
ab = 0  
Navigate the app to find the standard students are likely addressing.
4 min.
Speaker Notes:
Possible answers: HSA-REI.A.1
This is a task from Illustrative Mathematics
Share these ideas for getting to the standard:
Possibility 1:
Select Algebra.
Select domain “Reasoning with Equations & Inequalities.”
Select the first standard in the domain and swipe until you read the standard about understand solving equations as a process of reasoning and explain the reasoning.
Possibility 2:
Type “reasoning” in the search bar.
Scroll until you see High School Algebra (HSA) standards.
Select the first standard in the domain and swipe until you read the standard “Understand solving equations as a process of reasoning and explain the reasoning.”
If time: ask participants if they had any other ways of finding the standard.

23. 1 min.
Speaker Notes:
The first shift is indeed called Focus and requires a deep Focus on a smaller number of topics.
IMAGE CREDITS:
Shift #1:
“The Common Core calls for greater Focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom.”

24. FOCUS IN HIGH SCHOOL Focus on Algebra
2 min.
Speaker Notes:
The authors of the Common Core and their lead partners have developed a set of criteria for evaluating high school materials to see whether they’re truly aligned to the Common Core. One criteria is that students spend the majority of their time focused on the skills that have been determined to be most widely applicable to post-secondary education (fourth courses, a range of college majors, careers, etc.).
Please note that in high school, algebra continues to be a priority— especially the idea of seeing structure in expressions and using that structure to help us make sense of and solve problems (which is echoed by MP.7).

25. Focus on Functions FOCUS IN HIGH SCHOOL 2 min. Speaker Notes:
You can also see from this table that high school also places a heavy emphasis on functions; many of the other “major work” or key ideas support students’ development of an understanding of functions.
Point out the term “widely-applicable.” There’s a lot of work in high school, but some of it rises to the top of what students must master.

26. FOCUS IN HIGH SCHOOL
Content Emphases
Guidance from Student Achievement Partners and testing consortia organizes content in terms of major, supporting, and additional content:
Major clusters are the highest priority.
Supporting clusters are designed to support and strengthen areas of major emphasis.
Additional clusters may not connect tightly or explicitly to the major work.
4 min. Handout: PARCC Model Content Frameworks
Speaker Notes:
Here’s another way to think about it: Student Achievement Partners (SAP) is a nonprofit founded by lead writers of the Common Core and works to provide resources for understanding the Common Core.
Major content is the most essential for future work in mathematics.
Major content indicates what the majority of time should be spent teaching this content. The materials should devote at least 65% and up to approximately 85% of the class time to the major work of the grade.
These are guiding principles of the PARCC and Smarter Balanced assessments.
The Common Core allows for both a traditional (Alg 1, Geom, Alg 2) sequence and an integrated pathway (Math 1, Math 2, Math 3).

27. Your Turn In table groups, look at your assigned grade level.
FOCUS IN HIGH SCHOOL
Your Turn
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. directions, 7 min. work time with handout: PARCC Model Content Frameworks
Speaker Notes:
Each table will have 7 minutes to look at a course in the handout (assign a course to each table) and prepare to confirm the major work of the course. As you do, please also notice what is NOT there.
7 min. – GROUP Work time….
Transition: Let’s confirm what you found.
Click through each slide for share of that group/grade level…
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.

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

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

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

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

32. Task Analysis (Whole Group)
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Task Analysis (Whole Group)
1 min,
Speaker Notes:
To see what the major work looks like (and does not look like) at each grade level, let’s dive in and do some math.
One purpose for this section is to understand what it means for tasks to align to content standards and to better understand what constitutes the major work at each grade level.
A second purpose is to experience a questioning protocol 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.

33. Protocol Do the math. Discussion questions:
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Protocol
Do the math.
Discussion questions:
To what grade and standard is the task aligned?
Is this part of the major work of that grade?
What are the knowledge and skills required to be successful on this task?
How does this task connect to the major work in the grades above and below?
1 min.
Speaker Notes:
Here is the protocol we’ll use. This protocol is an excellent way to drive planning and learning with teachers.
Use these questions in planning sessions to help unpack what is required by the standards, to help ensure Focus, to help understand across-grade coherence.
Use these questions to debrief a lesson that you observed.
Note: If people groan or seem uncomfortable doing the math, gently remind them of framing around varying levels of comfort with doing math. Connect to growth mindset and points in Kate’s keynote. Principals will need to deal with math a bit and to supervise it from a content place. This training will require us to do some math, but more importantly, will give you some look-fors and some questions to ask when you’re completing those instructional observations—even if you don’t have a math background.

34. Task #1 Do the Math Pairs Discuss
FOCUS IN HIGH SCHOOL
Task #1
Do the Math
Judy is working at a retail store over summer break. A customer buys a $50 shirt that is on sale for 20% off. Judy computes the discount, then adds sales tax of 10%, and tells the customer how much he owes. The customer insists that Judy first add the sales tax and then apply the discount. He is convinced that this way he will save more money because the discount amount will be larger.
Is the customer right?
Does your answer to part (a) depend on the numbers used, or would it work for any percentage discount and any sales tax percentage? Find a convincing argument using algebraic expressions and/or diagrams for this more general scenario.
Pairs Discuss
To what grade and standard is the task aligned?
Is this part of the major work of that grade?
What are the knowledge and skills required to be successful on this task?
How does this task connect to the major work in the grades above and below?
15 min.
Speaker Notes:
3 min.
Take a look at this example task and do the math individually for 3 minutes.
8 min. – Partners discuss:
What grade and standard is this aligned to?
Is it part of the major work?
What are the knowledge and skills required to be successful on this task?
How does this connect to major work in the grades above and below?
4 min. – Share out:
Look for or provide the following responses:
Elicit/highlight that this problem asks students to use an algebraic approach to make a generalizable argument—the argument made demonstrates the commutative property of multiplication—and to reason about quantities in a way that supports the application of multiplication to a common context (or, as the language in the Modeling domain says, supports the analysis of empirical situations to improve decision making).
The task aligns to A­SSE.B (cluster alignment) and connects to further algebraic work in Algebra II with exponential expressions. It also connects to 7th grade work with using the structure of expressions to solve problems. This cluster is supporting in Algebra I and major in Algebra II. It is also important because it is part of the “Widely Applicable Prerequisites” list.
While the actual mathematics required is middle grades (multiplying percentages), the quantitative reasoning and generalization involved makes this a high school-level (Algebra I) problem.

35. Lunch 1 min Speaker Notes: Transition –
After lunch, we will 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. Collin’s lesson again – this time for Focus, the math knowledge and skills required, and the math above and below the grade level.

36. Observing and Coaching for Focus
1 min.
Speaker Notes:
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. Collin’s lesson again – this time for Focus, the math knowledge and skills required, and the math above and below the grade level.

37. Observing for Focus Watch the video again. Standard: S.CP.9 Prepare:
FOCUS IN HIGH SCHOOL
Observing for Focus
Watch the video again.
Standard: S.CP.9
Prepare:
Standards app
Content emphasis
Capture Evidence:
What standards are being taught?
Is the instruction addressing the intended standard?
Is this part of the major work of that grade?
6 min.
Speaker Notes:
1 min. – Directions: Let’s go back and watch the grade video with this lens. Let’s start by preparing—get your standards queued up for the standard and pull up the content emphases for Algebra II and Geometry (since this is an Algebra II/trig class).
5 min. – At tables, discuss the standard being taught and what they’d expect to see.

38. Observing for Focus FOCUS IN HIGH SCHOOL
Play 7 min of the 11 min. video
Speaker Notes:
Be sure to have loaded the video prior to participants’ arrival by opening the link and letting it begin to run. This should then have the video ready to view without buffering.

39. After the Observation To what grade and standard is the task aligned?
FOCUS IN HIGH SCHOOL
After the Observation
To what grade and standard is the task aligned?
Is this part of the major work of that grade?
What are the knowledge and skills required to be successful on this task?
How does this task connect to the major work in the grades above and below?
15 min.
Speaker Notes:
5 min. – First, you will deconstruct what you just saw in terms of Focus. Turn & Talk with a partner.
10 min. – Whole group discussion of each question.
Note: if participants start defending the teacher or feel we’re being too critical, you may need 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.)
MAIN POINTS
S.CP.9 - (+) Use permutations and combinations to compute probabilities of compound events and solve problems
There is an interesting conversation to be had around the role of the (+) standards. On the other hand, it’s likely going to be pretty rare in a 12th grade Algebra II class. The standard, S.CP.9 is actually a (+) standard; it’s above the CCR line. Great question then is why spend time here?  Also, it’s interesting to note she is combining the Statistics standard with A.APR.5, which is also a (+) standard. 
QUESTIONS PARTICIPANTS MAY ASK:
But the teacher's (pedagogy) was solid...how can I expect more than this in my building?
If what's being taught doesn't align to the depth of the standards and Focus where it's supposed to, it doesn't matter how well the lesson is taught. Students won't get where we need them to to be (short term, proficient this year; long term, college and career ready).
But shouldn't we break down the standard and teach and assess its individual parts?
Breaking down standards into discrete concepts, skills, and vocab is a powerful tool for teachers when planning instruction and anticipating student errors or misconceptions—both before instruction and when analyzing student work. But getting students to true mastery of the standards requires that 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.

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

41. Questions that Develop
FOCUS IN HIGH SCHOOL
Questions that Develop
Leading the Conversation:
To what grade and standard is the task aligned?
Is this part of the major work of that grade?
What are the knowledge and skills required to be successful on this task?
How does this task connect to the major work in the grades above and below?
If not grade level standards:
Why was instruction not addressing grade level standards?
What data or other work supports the decision to teach non-grade level standards?
If not major work of the grade:
How will this chosen standard authentically lead students back to working with math content that is emphasized in this grade?
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.
Handout Content Coaching Unbound and introduce it as a resource that we will use in multiple coaching practices this week.
Ask: How are these questions the same or different than the way you usually debrief classroom observations? How would these questions help develop your teachers?
Let’s practice coaching Ms. Collins on the Focus shift.

42. Coaching Role Play: Purpose and Process
FOCUS IN HIGH SCHOOL
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”
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. – 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.

43. Coaching Role Play 4 minutes – Everybody gets ready.
FOCUS IN HIGH SCHOOL
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 Notes:
Click though each part as the time stated.
<Click> and give them 4 minutes to Get Ready.
Remind them to use the Content Coaching Unbound resource
<Click> and give them 2 minutes to partner, choose who goes first.
Next slide <Click> and give them 5 minutes for the role play

44. Role Play #1: 5 Minutes FOCUS IN HIGH SCHOOL 5 min.
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45. Role Play #1: Reflect and Feedback
FOCUS IN HIGH SCHOOL
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:
1-2 moves 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.
6 min.
Speaker Notes:
1 min. – Gather reflections and evidence for feedback.
5 min. – Share reflections and feedback.

46. Transition to Role Play #2
FOCUS IN HIGH SCHOOL
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 Notes:
Time to switch roles.
#2, share your goals and level of heat.
Be ready on my signal.
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47. Role Play #2: 5 Minutes FOCUS IN HIGH SCHOOL 5 min. IMAGE CREDITS:

48. Role Play #2: Reflect and Feedback
FOCUS IN HIGH SCHOOL
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:
1-2 moves 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.

49. Reflection: Focus Think about Common Core implementation.
FOCUS IN HIGH SCHOOL
Reflection: Focus
Think about Common Core implementation.
Based on your learning in this session and on your role, what systems can you access, adjust, or initiate? For example:
Professional development
Planning
Observation and supervision
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 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, planning supports around lesson planning and delivery, and having a culture of intentionality around the selection or implementation of curriculum.
Transition: We’ll take a break now. When we return, we’ll dig into our next shift, Coherence.

50. Take a break… IMAGE CREDITS:

51. FOCUS IN HIGH SCHOOL Reference List Slide Source 12 13; 36–39 14
28-30; 16
Apple:
Android:
Windows:
Amazon: 34

52. Image Credits FOCUS IN HIGH SCHOOL
Slide 9:
Slides 23, 31:
Slide 43, 45, 46:
Slide 49: