Winter 2018

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 K–5 Winter 2018

2. We know from experience the hard work teachers face every day as they strive to help all of their students meet the challenges set by higher Standards. We are a diverse 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 unbiased and immersive training through our Institutes, and the option of support through our website offerings.

3. FOCUS IN GRADES K–5 Introduction: Who I Am Name 1 Name 2

4. FOCUS IN GRADES K–5We 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 we can ensure equitable instruction for all students Plan for how what we do this week impacts what we will do at home

5. FOCUS IN GRADES K–5 The Week at a Glance

6. FOCUS IN GRADES K–5We Take Data Seriously • 3-minute online Daily Survey. Facilitators will address feedback the following day. • Thursday10-minute online Knowledge Survey Post-Test. Answer key will be available.

7. Objectives and Agenda Objectives Participants will be able to • identify the major work of the elementary grades. • evaluate tasks for alignment to Standards. • observe and coach the focus shift in teacher practice. • explain how attending to the shift of focus is an equitable practice in Standards-aligned math instruction. Agenda • Opening and Community Builder • Equity Discussion • Framing the Challenge • Task Analysis • Observing and Coaching for Focus (afternoon) FOCUS IN GRADES K–5

8. FOCUS IN GRADES K–5 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.” • Identify and reframe deficit thinking and speaking.

9. FOCUS IN GRADES K–5 Where You Might Be During the Week • Moments of Validation • Moments of Reminding • Moments of New Information Notice where you are at any given time and support yourself and others by: Offering connections Taking notes Asking questions

10. FOCUS IN GRADES K–5 Share Your Learning • Light bulb moments • Why I teach/lead

11. FOCUS IN GRADES K–5Community 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.” 11

12. FOCUS IN GRADES K–5 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.

13. FOCUS IN GRADES K–5 Equity—Envision It So You Can See It For leaders, it is important to have a clear vision of what educationally equitable environments look like. Gorksi and Salwell provide five 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 K–5 Time for a Classroom Visit Think about how you normally prepare. 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. Write the evidence that you observe 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?

16. FOCUS IN GRADES K–5 Stop 1 of Your Classroom Visits

17. FOCUS IN GRADES K–5 Turn & Talk With a partner, discuss what you observed, the evidence you captured, and the questions you have for Ms. Rabideau.

18. Framing the Challenge NAEP Grade 12—2015 FOCUS IN GRADES K–5

20. FOCUS IN GRADES K–5 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.”

21. FOCUS IN GRADES K–5 Look 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? What does the trajectory of the Standards offer students when we apply an educational equity lens?

22. FOCUS IN GRADES K–5 Before We Start . . . Orienting to the Organization of the Math Standards 3.OA.A.1 3: grade level OA: 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.

23. FOCUS IN GRADES K–5 Before We Start . . . Orienting to the Organization of the Math Standards 3.OA.A.1 Domain Grade Level A Cluster title Standard 1 Standard Cluster 2

24. FOCUS IN GRADES K–5 Before We Start . . . Using the App in Math

25. FOCUS IN GRADES K–5 Before We Start . . . Using the App in Math

26. FOCUS IN GRADES K–5 Before We Start . . . Using the App in Math Swipe back and forth. By swiping, now find the Standard. 3.NBT.A.2 What does NBT stand for? What is the cluster title for this Standard?

27. FOCUS IN GRADES K–5 Quick Task: Using the App You are in a fourth-grade classroom and students are adding fractions. Navigate the app to find the standard students are likely addressing.

28. 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.”

29. FOCUS IN GRADES K–5 ContentEmphasis 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.

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

31. FOCUS IN GRADES K–5 Focus in Grade 1

32. FOCUS IN GRADES K–5 Focus in Grade 2

33. FOCUS IN GRADES K–5 Focus in Grade 3

34. FOCUS IN GRADES K–5 Focus in Grade 4

35. FOCUS IN GRADES K–5 Focus in Grade 5

36. FOCUS IN GRADES K–5 Summary Summary What are the common threads in the major work content for Grades K–2 or 3–5? In an elementary school, on what content topics would you anticipate to observe teachers spending the most time? How do you ensure EVERY student works on the major work content for Grades K-2 or 3-5? • What are the common threads in the Major Work content for grades K–5? • In an elementary school, what content topics would you anticipate to observe teachers spending the most time on? • How does the shift of Focus ensure equitable instruction for all students?

37. “Deficit views of historically marginalized children, their families, and communities because of race, class, language, and culture persist in educational conversations and research (Valencia, 2010)… Deficit thinking implies that students “lack” knowledge and experiences expected by the dominant group.” • -National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL, 2016

38. FOCUS IN GRADES K–5 Task Analysis (Whole Group)

39. FOCUS IN GRADES K–5 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?

40. FOCUS IN GRADES K–5 Task #1 Do the math. When rounding to the nearest 10: What is the smallest whole number that will round to 50? What is the largest whole number that will round to 50? How many different whole numbers will round to 50? 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?

41. FOCUS IN GRADES K–5 Task #2 Do the math. Alex is training for his school’s Jog-A-Thon and needs to run at least 1 mile per day. If Alex runs from his house to his grandma’s house, which is ½ a mile away, and then to his friend Justin’s house, which is ⅝ mile away, will he have trained enough for the day? 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?

42. FOCUS IN GRADES K–5 Equity Analysis Think about these tasks with an equity lens. • Are these tasks equitable? How do you know? • What teacher practices would ensure equitable instruction using this task?

43. Lunch

44. Observing and Coaching for Focus

45. FOCUS IN GRADES K–5 Observing for Focus Watch the video again. Standard: 2.MD.10 Prepare Standards app Content emphasis Unpack the standard by what students need to know and what they need to show/do. Capture Evidence What standards are being taught? Is the instruction addressing the intended standard? Is this part of the major work of that grade? What can we learn from this instruction using an equity lens?

46. FOCUS IN GRADES K–5 Observing for Focus Standard: 2.MD.D.10 Represent and interpret data. 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.

47. FOCUS IN GRADES K–5 Observing for Focus

48. FOCUS IN GRADES K–5 After the Observation What are the knowledge and skills required to be successful on this task? To what grade and standard is the task aligned? Is this part of the major work of that grade? How does this task connect to the major work in the grades above and below? Where is there evidence of equitable practice?

49. FOCUS IN GRADES K–5 After the Observation What questions would you now want to ask Ms. Rabideau?

50. FOCUS IN GRADES K–5 Questions That Develop Leading the Conversation What are the knowledge and skills required to be successful on this task? To what grade and standard is the task aligned? Is this part of the major work of that grade? 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?