1. 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
80 min before lunch
45 min after lunch
Materials:
Content Coaching Unbound handout from the earlier session.
4 pieces of chart paper with the headings Standards, Focus, Coherence, Rigor; markers
1 Video in this session: 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.
11 min video
July 2016

2. Video observation for standard(s), Focus, Coherence and Rigor
OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5 Observing the Standards and Shifts
Objectives:
Participants will be able to observe and coach teachers on the standards and the shifts in mathematics
Agenda:
Video observation for standard(s), Focus, Coherence and Rigor
Coaching Role Play
Summary and Reflection
1 min
Speaker Notes:
We’ll continue our study of what the standards and shifts look like in in the classroom – and what they don’t.
We’ll engage in a culminating video observation practice and role play.

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

4. Observing for Standards and Shifts
OBSERVING THE STANDARDS AND SHIFTS IN GRADES 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 struggling?
What aspects of Rigor are emphasized?
21 min
10 min to prepare; 11 minutes to view video
Speaker Notes:
10 min 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 -

5. 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?
12 min
Speaker 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
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.”

6. 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?
15 min
Speaker Notes:
8 min –Click to show step two. Say: Now, talk about where children were learning and where they were not. Did you see the teacher help make connections to prior learning? What prerequisites might be missing? Make your discussions evidence- based.
7 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 stanards and do not help students make connections to prior learning.

7. 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?
18 min
Speaker 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 re-play 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 -
Transition: So, we’ve discussed a lot about what we have seen in ways big and small. Now that we’ve analyzed the whole lesson, let’s go back and list the priority areas of mis-alignment. This will also help us to check our understandings.

8. 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?
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 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: We will use these as a reference after lunch. We’ll come back and get one more practice to coach and change the practices of this teacher who is not yet standards-aligned.

9. Lunch. Reconvene in 1 hour.
IMAGE CREDITS:

10. Coaching Role Play
1 min
Speaker Notes:

11. 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 Notes:
State the purpose of this role play: leaders have to practice talking about the changes they want to see. Leaders have to practice talking about content as well – especially if you don’t consider yourself a “math person”
Provide an overview of the process:
You will have 4 minutes to prepare to coach the teacher. If it would be a better fit for your role, you may prepare to coach a principal with whom you have just observed this teacher. This will be quiet, preparation time.
You will pair up, choose who goes first.
First role play, coach shares goals for the coaching sessions and sets the “heat” level.
5 min role play
1 min to gather your reflections and evidence for feedback
5 min reflection and feedback
This will be intentionally quick – most leaders do not have a ton of time to debrief a quick observation, so we are practicing doing this quickly and efficiently.
I will manage time and signal when you move to a different part of the protocol.

12. 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 Notes:
Click though each part as the time stated
<Click> and give them 4 minutes to Get Ready
Remind them to use their Content Coaching Unbound handout from the earlier session.
<Click> and give them 2 minutes to partner, choose who goes first,
Next slide <Click> and give them 5 minutes for the role play

13. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5
Role Play #1 - 5 Minutes
5 min.
IMAGE CREDITS:

14. 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.

15. 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 Notes:
Time to switch roles.
#2, share your goals and level of heat
Be ready on my signal.
IMAGE CREDITS:

16. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5
Role Play #2 - 5 Minutes
5 min.
IMAGE CREDITS:

17. 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.

18. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5
Quiet Reflection
Think about your ability to coach others on the standards and the shifts in mathematics.
Based on your learning in this session and on your role, what do you now intend to do?
For example:
Your own learning and skill development
Professional development for others
Instructional planning
Observation, feedback and supervision practices
8 min
Speaker Notes:
4 min
In whatever format you are using to track your reflections and action steps, take a few minutes to individually, or in district/school teams, reflect on how focus is currently going in your context and what next steps for improvement you could take.
4 min – ask for a couple of reflections from the group.
Sum up: This is really about having standards front and center for teachers, observation and planning supports around lesson planning and delivery. And 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

19. Break! 1 min Speaker Notes Transition:
In a day and a half, we have rooted our learning in the Math Content Standards, gone deep into the three math shifts: Focus, Coherence and Rigor, and done a lot of work around what standards-aligned instruction looks like (and what it does not). After lunch, we will focus on what each of us wants to conquer: how to adapt mathematics for struggling learners.
IMAGE CREDIT:
Break!

20. References OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5 Slide
Source
4-7

21. References OBSERVING THE STANDARDS AND SHIFTS IN GRADES K-5
Slide 9:
Slide 13, 15, 16:
Slide 19: