Adapting: Using Progressions of Learning

1. Adapting: Using Progressions of Learning Mathematics 6–12 | Pathway 2 | Day 2

2. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12)This Week Four days of “Practicum”

3. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Thank You For Your Feedback +

4. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, and activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment in which it is“safe to not know.” • Contribute to our “Equity Ladder.” • Identify and reframe deficit thinking and speaking. 4

5. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Review Yesterday and Icebreaker What did we do? • Alignment! • Use the Content Guides to help us focus on how to improve our materialsor find evidence of alignment • Explored the use of Mathematical Learning Routines as a strategy to increase the access to concepts through access to the language in the tasks • List of Commitments (like we need another one, right?!) At your table groups, share: • One example of something on your to-do list and how it got there • One problem you’re still thinking about how to solve regarding alignment

6. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Objectives

7. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Today’s Agenda • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs • II – Practice Planning for Gaps • III – Modeling Planning for Gaps • III – Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

8. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Beliefs To close existing learning gaps, educators at all levels must work to achieve equity with respect to student learning outcomes. A firm commitment to this work requires that all educators operate on the belief that all students can learn. –NCTM, 2014

9. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Belief Game FALSE TRUE

10. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Belief Game C Students who are not fluent in the English language are less able to learn mathematics and therefore must be in a separate track for English language learners (ELLs ). A Students who are not fluent in English can learn the language of math at grade level or beyond at the same time that they are learning English when appropriate instructional strategies are used. B Students living in poverty lack the cognitive, emotional, and behavioral characteristics to participate and achieve in mathematics. D Equity — ensuring that all students have access to high-quality curriculum, instruction, and the supports that they need to be successful — applies to all settings.

11. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Belief Game FALSE TRUE A –Students who are not fluent in English can learnthe language of mathat grade level or beyond at the same time that they are learning English when appropriate instructional strategies are used. D –Equity— ensuring that all students have access to high-quality curriculum, instruction, and the supports that they need to be successful — applies to all settings. B –Students living in poverty lack the cognitive, emotional, and behavioral characteristics to participate and achieve in mathematics. C –Students who are not fluent in the English language are less able to learn mathematics and therefore must be in a separate track for English language learners (ELLs).

12. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Belief Game G Tracking promotes students’ achievement by allowing students to be placed in “homogeneous” classes and groups where they can make the greatestlearning gains. F Mathematics ability is a function of opportunity, experience, and effort — not of innate intelligence. Mathematics teaching and learning cultivate mathematics abilities. All students are capable of participating and achieving in mathematics, and all deserve support to achieve at the highest levels. H Equity is attained when students receive the differentiated supports (e.g., time, instruction, curricular materials, programs) necessary to ensure that all students are mathematically successful. A Students who are not fluent in English can learn the language of mathematics at grade level or beyond at the same time that they are learning English when appropriate instructional strategies are used. C Students who are not fluent in the English language are less able to learn mathematics and therefore must be in a separate track for English language learners (ELLs ). E Students possess different innate levels of ability in mathematics, and these cannot be changed by instruction. Certain groups or individuals have it while others do not. B Students living in poverty lack the cognitive, emotional, and behavioral characteristics to participate and achieve in mathematics. D Equity — ensuring that all students have access to high-quality curriculum, instruction, and the supports that they need to be successful — applies to all settings.

13. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Belief Game FALSE TRUE A –Students who are not fluent in English can learnthe language of mathat grade level or beyond at the same time that they are learning English when appropriate instructional strategies are used. D –Equity— ensuring that all students have access to high-quality curriculum, instruction, and the supports that they need to be successful — applies to all settings. F –Mathability is a function of opportunity, experience, and effort — not of innate intelligence… H –Equity is attained when students receive the differentiated supports necessary to ensure that all students are successful. B –Students living in poverty lack the cognitive, emotional, and behavioral characteristics to participate and achieve in mathematics. C –Students who are not fluent in the English language are less able to learn mathematics and therefore must be in a separate track for English language learners (ELLs). E –Students possess different innate levels of ability in mathematics, and these cannot be changed by instruction. Certain groups or individuals have it while others do not. G –Trackingpromotes students’ achievement by allowing students to be placed in “homogeneous” classes and groups where they can make the greatest learning gains.

14. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Productive Beliefs The question is not whether all students can succeed in mathematics but whether the adults organizing mathematics learning opportunities can alter traditional beliefs and practices to promote success for all. –NCTM, 2014

15. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Today’s Agenda • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs • II – Practice Planning for Gaps III – Modeling Planning for Gaps • III – Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

16. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12)Planning for Gaps: Coherent Content in Context Equity is engaging in practices that meet students where they are and advance their learning by giving them what they need. It’s about fairness, not sameness. • Standards-aligned Intervention • Identify the major work for the grade • Identify key prerequisite standard • Design curricular intervention • Design performance task to assess prerequisite standard

17. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: The Problem Lesson Objective: “Students model integer addition on the number line by using horizontal arrows; for example, an arrow for −2 is a horizontal arrow of length 2 pointing in the negative direction.” (7.NS.A.1) Opening Problem: How does this problem relate to the expectations of 7.NS.A.1? • Suppose you received $10 from your grandmother for your birthday. You spent $4 on snacks. Using addition, how would you write an equation to represent this situation? • How would you model your equation on a number line to show your answer?

18. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: The Problem TURN AND TALK: What are some of the prerequisite standards students need to be successful on the opening problem? How did you track them down? Discuss in your group; table leaders will share out big ideas.

19. 5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Prerequisites 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 6.NS.C.6.A Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. 6.NS.C.6.B Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. 6.NS.C.6.C Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

20. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12)Curricular Interventions Using Coherent Content in Context Coherent Content in Context • Coherent in the progression of grade-level learning • Focused on current grade-level content • Relatively quick

21. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Curricular Interventions Using 3Cs Turn and Talk: • Do you like this plan, why? • Is this always the best approach to this kind of problem? • What are other options and what are benefits and risks to doing them? • What other types of interventions you could plan for? 7 7 7 7 7 7

22. Modeling Planning for Gaps: Curricular Interventions Using Coherent Content in Context

23. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Using the Content Guides

24. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Using the Content Guides Skim Part III to get a feel for it. How is it structured? At Your Table: • Divide up the progressions in your guide and create a poster for each progression. We’ll use these as anchor charts. • When you’re done, take a few minutes to explain the progressions to your tablemates.

25. Break

26. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Using the Content Guides Skim Part III to get a feel for it. How is it structured? At Your Table: • Divide up the progressions in your guide and create a poster for each progression. We’ll use these as anchor charts. • When you’re done, take a few minutes to explain the progressions to your tablemates.

27. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Modeling Planning for Gaps: Mapping It All Out How can we plan for this in a focused manner?

28. Lunch Break!

29. Welcome Back!

30. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Objectives

31. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Where Are We Now? • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs II – Practice Planning for Gaps III – Modeling Planning for Gaps • III – Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

32. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) II. Practice Planning for Gaps For the following, fill out the “prerequisite skills” and “curricular intervention” columns with two rows for your grade level. Be prepared to share out! Grade 6: 6.RP.A.1 Algebra I: N-Q.A.1 Grade 7: 7.RP.A.2 Geometry: G.CO.C.10 Grade 8: 8.G.A.1 Algebra II: A.REI.11

33. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Reflection • What are your takeaways from this session? • How do the content guides affect your practice as a teacher or a coach in planning for students with unfinished learning? In particular, consider the role the progressions play in intervention planning. • How is planning for students with unfinished learning an equity move? • What further questions do you have? What further resources do you want?

34. Completing the Puzzle…

35. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Where Are We Now? • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs II – Practice Planning for Gaps III – Modeling Planning for Gaps • III –Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

36. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Expanding on Planning with Progressions: A Change in Practice? • Choose a lesson from your unit and note the expectations of the focus standard(s). • Use the Content Guides, Coherence Map, or other resources to determine prerequisite skill(s). • Determine your curricular interventions. • Determine what approach(es) you will take to determine whether or not students have those skill(s). Consider the tool and the timing.

37. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Expanding on Planning with Progressions: A Change in Practice? Determine what approach(es) you will take to determine whether or not students have those skill(s). Consider the tool and the timing. • Exit ticket from EngageNY aligned to those standards given one week before, to allow for planning. • Add additional problem(s) into class work a day or two before. • “Mini-quiz” given at beginning of unit. • Observation during another unit previously in the year. • Assessment data from previous year or beginning-of-year benchmark data.

38. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Expanding on Planning with Progressions: A Change in Practice? Building on our process from this morning…

39. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K–12) Where Are We Now? • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs II – Practice Planning for Gaps III – Modeling Planning for Gaps • III –Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

40. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Expanding on Planning with Progressions: Practice Lesson Objectives Based on Content Guide, Prerequisite Skills Intervention Assessment Approach

41. AM Session PM Session ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) Where Are We Now? • I –Connect to Day 1 • I –Connect w/AM Session II – Productive Beliefs II – Practice Planning for Gaps III – Modeling Planning for Gaps • III –Expand on Planning w/Progressions • IV – Lunch • IV –Reflect

42. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6–12) IV. Reflection: Gallery Walk & Discussion Discuss: • What did you learn from engaging in this planning process? • How do you expect the use of this protocol to impact your instruction? • What is the impact of this planning process on equity? • How does this planning process relate to your curriculum and the commitments to curriculum alignment you made in yesterday’s session?

43. Feedback • Please fill out the survey located here: www.standardsinstitutes.org • Click “Winter 2018” on the top of the page. • Click “Details” on the center of the page.

44. Reference List

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