Summer 2017

1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Leadership Pathway: Focus in Grades 6–8 Summer 2017

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.

3. FOCUS IN GRADES 6–8Introduction: Who I Am Name 1 Name 2

4. FOCUS IN GRADES 6–8We Will… Our overall approach is to blend the CONCEPTUAL with the PRACTICAL Four Strands • Focus on the Standards & SHIFTS • Go deep with the CONTENT (Do the math; Read and analyze the texts) • Analyze instruction and curriculum for ALIGNMENT • Understand and use CURRICULUM to best support all learners Practice Standards-based observations, including: • How to best prepare before going into classrooms • What to look for when in a classroom • Questions to ask when following up with a teacher or leader Think about how what we are learning impacts what we will do at home

5. FOCUS IN GRADES 6–8The Week at a Glance

6. We Take Data Seriously • 3-minute online Daily Survey. Facilitators will address feedback the following day. • Thursday – 10 minute online Knowledge Survey Post-Test. Answer key will be available.

7. FOCUS IN GRADES 6–8 Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor time frames (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.”

8. FOCUS IN GRADES 6–8 Share Your Learning • Light bulb moments • Why I teach/lead

9. FOCUS IN GRADES 6–8Community Builder Introduce yourself to your table: Share your name, city, role and organization, and one goal for the week. Raise your hand if… • You are a school leader • You are a district leader • You work for a nonprofit • You support schools • You coach and develop others • You consider yourself a “math person” • You consider yourself a “literacy person” 9

10. FOCUS IN GRADES 6–8Objectives 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 • Equity Discussion • Framing the Challenge • Task Analysis • Observing and Coaching for Focus

11. FOCUSIN GRADES 6–8 Equity • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children – regardless of circumstances – are receiving high-quality and Standards-aligned instruction with access to high-quality materials and resources. • We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. • All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room.

12. FOCUSIN GRADES 6–8 Equity – Envision It So You Can See It For leaders, it is important to have a clear vision of what educationally equitable environments. Gorksi and Salwell provide 5 Principles to guide you. 4 min – jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff. 6 min – share in pairs at your tables, looking for commonalities and new ideas to expand your thinking 5 min – whole group sharing of ideas you heard that will help all of us

13. FOCUSIN GRADES 6–8 Equity – Envision It So You Can See It For leaders, it is important to have a clear vision of what educationally equitable environments. Gorksi and Salwell provide 5 Principles to guide you. 4 min – jot down concrete examples of what an equitable education environment would look like, sound like, and feel like to students, families, and staff. 6 min – share in pairs at your tables, looking for commonalities and new ideas to expand your thinking 5 min – whole group sharing of ideas you heard that will help all of us

14. Classroom Video Observations

15. FOCUS IN GRADES 6–8 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 writingso you can provide low-inference feedback later. Consider feedback. What points of feedback would help this teacher grow in terms of instruction of mathematics?

16. FOCUS IN GRADES 6–8 Informal Classroom Observation

17. FOCUS IN GRADES 6–8 Turn & Talk With a partner, discuss what you observed, the evidence you captured, and the questions you have for Ms. Smith.

18. FOCUS IN GRADES 6–8 Framing the Challenge NAEP Grade 12 – 2013

19. FOCUS IN GRADES 6–8National 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.”

20. FOCUS IN GRADES 6–8Look at the Standards for Your Grade What do you notice about the major content for your table’s grade level? How do the Standards at your grade level lead to student success in algebra later?

21. FOCUS IN GRADES 6–8 Before We Start: Orienting to the Organization of the Math Standards 6.RP.A.1 6: grade level RP: 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.

22. Quick Review Domain FOCUS IN GRADES 6–8 Grade Level Cluster Standard

23. FOCUS IN GRADES 6–8 Before We Start … Using the App in Math

24. FOCUS IN GRADES 6–8 Before We Start … Using the App in Math

25. FOCUS IN GRADES 6–8 Before We Start … Using the App in Math Scroll down to preview Standards by cluster Within a Standard, swipe left or rightto view other Standards 6.RP.A.2 What does RP stand for? What is the cluster title for this Standard? Search Bar: Type code or key words to search

26. FOCUS IN GRADES 6–8 Quick Task: Using the App You are in a 7th grade classroom, and students are writing an expression for the sequence of operations in each of the following: • Add 3 to x, subtract the result from 1, then double what you have. b. Add 3 to x, double what you have, then subtract 1 from the result. Navigate the app to find the Standard students are likely addressing.

27. 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.”

28. FOCUS IN GRADES 6–8 What’s in? What’s out?

29. FOCUS IN GRADES 6–8 What’s in? What’s out?

30. FOCUS IN GRADES 6–8 ContentEmphases Guidance from SAP organizes content in terms of major, supporting, and additional content: Major clusters are the highest priority. Supporting clusters are designed to support and strengthen areas of major emphasis. Additional clusters may not connect tightly or explicitly to the major work.

31. FOCUS IN GRADES 6–8 Your Turn—5 minutes In table groups, look at your assigned grade level. Identify the major work of the grade. Be prepared to report your decisions.

32. FOCUS IN GRADES 6–8 Focus in Grade 6

33. FOCUS IN GRADES 6–8 Focus in Grade 7

34. FOCUS IN GRADES 6–8 Focus in Grade 8

35. FOCUS IN GRADES 6–8 Summary What are the common threads in the Major Work content for grades 6–8? In a middle school, what content topics would you anticipate to observe teachers spending the most time on? How would you ensure EVERY student has the opportunity to engage in the major work of this grade band?

36. FOCUS IN GRADES 6–8 Task Analysis (Whole Group)

37. FOCUS IN GRADES 6–8 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?

38. FOCUS IN GRADES 6–8 Task #1 Do the Math Molly runs 1/3 of a mile in 4 minutes. • If Molly continues at the same speed, how long will it take her to run one mile? • Draw and label a picture showing why your answer to part (a) makes sense. 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?

39. FOCUS IN GRADES 6–8 Task #2 Do the Math The number of siblings for a group of 6th grade students is shown below: 1, 0, 2, 1, 6, 0, 2, 0, 1, 10 Make a dot plot of the data. Find the mean and the median of the data. What does the mean tell you about the data? Which measure of average (mean or median) do you think best describes the data? Why? 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?

40. Lunch

41. Observing and Coaching for Focus

42. FOCUS IN GRADES 6–8 Observing for Focus Watch the video again. Standard: 6.EE.C.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? Is there evidence of equitable practice?

43. FOCUS IN GRADES 6–8 Observing for Focus

44. FOCUS IN GRADES 6–8 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? Is there evidence of equitable practices?

45. FOCUS IN GRADES 6–8 Observing for Focus Standard: 6.EE.C.9 Represent and analyze quantitative relationships between dependent and independent variables. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

46. FOCUS IN GRADES 6–8 After the Observation What questions would you now want to ask Ms. Smith?

47. FOCUS IN GRADES 6–8 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?

48. Get Ready (4 min.) FOCUS IN GRADES 6–8 Coaching Role Play: Purpose and Process Pair Up (2 min.) 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. Role Play & Feedback #1 (11 min.) Role Play & Feedback #2 (11 min.)

49. FOCUS IN GRADES 6–8 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.

50. FOCUS IN GRADES 6–8 Role Play #1: 5 Minutes