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: Rigor in Grades K–5 Winter 2018

2. The Week At a Glance RIGOR IN GRADES K–5

3. Objectives and Agenda Objectives Participants will be able to • describe the three aspects of rigor and why rigor is important. • evaluate standards, tasks, and lessons for aspects of rigor. • observe and coach the rigor shift in teacher practice. • explain how attending to the shift of rigor is an equitable practice in Standards-aligned math instruction. Agenda: • Opening • Activator • Rigor: What and Why? • Find the Rigor • Observing for Rigor • Apply an Equity Lens to Rigor RIGOR IN GRADES K–5

4. RIGOR IN GRADES K–5 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 where it is “safe to not know.” • Identify and reframe deficit thinking and speaking.

5. RIGOR IN GRADES K–5 Equity • 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. • 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.

6. Equity, Language, and Learners • Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. • Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. • Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. • We are the gatekeepers of language in the classroom as teachers and leaders. • Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. • All students bring valuable knowledge and culture to the classroom. RIGOR IN GRADES K–5 6

7. RIGOR IN GRADES K–5 Feedback on Feedback

8. RIGOR IN GRADES K–5 Parking Lot Let’s go back and see if questions were addressed . . .

9. RIGOR IN GRADES K–5 Share Your Learning Don’t forget to jot down ideas for • light bulb moments. • why I teach/lead.

10. The Week at a Glance RIGOR IN GRADES K–5

11. Teachable Moments Activator Step One – Pair Stand and find a partner. Remain standing. Step Two – Count At the facilitator’s direction, count off 1–6. Step Three – Analyze 4 min. – Analyze your assigned statement for its misconceptions. Step Four – Role Play 3 min. –Practice coaching to undo the misconception(s). 3 min. – Provide feedback. RIGOR IN GRADES K–5

12. RIGOR IN GRADES K–5 3. I’m going to make sure I spend at least half my time this year teaching the major work of the grade. Teachable Moments Activator 1. Counting and Cardinality isn't relevant in Grade 1, because there is no CC domain in Grade 1—only Kindergarten. . 2. I decided to skip the Grade 4 Geometry domain, because everything in there is an additional cluster. 6. I’m going to make sure all the problems/tasks that I assign always align to at least two different standards. 4. My kids can’t do 4.NF.A.1, so I’m teaching 3.NF.A.I first. 5. To strengthen connections, I’ll make sure my students are solving each problem in as many different ways as possible.

13. Rigor – What and Why? “Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades.” From the Common Core State Standards

14. RIGOR IN GRADES K–5 From the CCSS for Mathematics “Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like?” “There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).” “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.”

15. RIGOR IN GRADES K–5 Paired Learning Activator Is there a time when you learned a procedure or a mnemonic or a way of doing the math without understanding why or what math you were doing? And what impact did that have on your future learning—if any?

16. From “Adding It Up” RIGOR IN GRADES K–5

17. RIGOR IN GRADES K–5 From TIMSS Video Study

18. RIGOR IN GRADES K–5 From TIMSS Video Study

19. RIGOR IN GRADES K–5 Consider this Contrast United States How can I teach my kids to get the answer to this problem? Japan How can I use this problem to teach the mathematics of this unit?

20. “Lessons for [marginalized] students commonly focus primarily on rote skills and procedures, with scant attention to meaningful mathematics learning. “ -National Council for Teachers of Mathematics, 2014 Addressing equity and access includes both ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, linguistic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement.

21. RIGOR IN GRADES K–5 Three Aspects of Rigor • Procedural Skill and Fluency: The standards call for speed and accuracy in calculation. • Conceptual Understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios.  • Modeling/Application: The standards call for students to use math in situations that require mathematical knowledge.

22. RIGOR IN GRADES K–5 Find the Rigor Protocol: • Do the math. • For each, what aspects of Rigor are emphasized and how do you know? • What are the grade-level standards associated with each one?

23. RIGOR IN GRADES K–5 Task #1 Juanita spent $9 on each of her 6 grandchildren at the fair. How much money did she spend? Nita bought some games for her grandchildren for $8 each. If she spent a total of $48, how many games did Nita buy? Helen spent an equal amount of money on each of her 7 grandchildren at the fair. If she spent a total of $42, how much did each grandchild get? 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

24. RIGOR IN GRADES K–5 Task #2 The teacher gives the equation 4 × ___ = 12. Charlie finds the answer by writing and solving 12 ÷ 4 = ___. Explain why Charlie’s method works. 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

25. RIGOR IN GRADES K–5 Task #3 1. Facts for speed and accuracy: a. ___ × 5 = 15 b. 10 ÷ 1 = ___ c. ___ = 6 × 10 d. ___ =20 ÷ 5 e. ___ = 7 × 10 f. 1 × 6 = ___ g. 9 × 2 = ___ h. 0 × 5 = ___ 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

26. RIGOR IN GRADES K–5 Identifying Rigor in the Standards Procedural Skill and Fluency Conceptual Understanding 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

27. One Final Point: A Balance of Rigor RIGOR IN GRADES K–5 The Standards . . . set high expectations for all three components of Rigor in the major work of each grade. (1) The three aspects of Rigor are not always separate in materials. (2) Nor are the three aspects of Rigor always together in materials. (3) EVERY student MUST have opportunities to work at achieving the balance of rigor

28. Observing for Rigor

29. RIGOR IN GRADES K–5 Key Supervision Questions for Rigor What to Look For Opportunities for students to become more fluent (efficient and accurate) with procedures. Students practice, many times, with facts and procedures. Fluency activities build upon conceptual understandings students already have. to build their conceptual understanding. Students being asked “why” to rationalize their thinking. Students working with models to process their thinking. to model/apply their thinking, particularly in real world situations. Students working on rich math problems. Students use math absent of external prompts (e.g., “use addition to solve this problem”).

30. RIGOR IN GRADES K–5 Observing for Rigor Standard: 5.MD.A.1, 5.NF.B.3 Prepare. Unpack the standard. Determine the aspects of rigor embedded in the standard. Capture evidence of Rigor aligned to the standard. Procedural Skill and Fluency Conceptual Understanding Modeling/Application

31. RIGOR IN GRADES K–5 Observing for Rigor 5.MD.A.1 – Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. 5.NF.B.3 – Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

32. RIGOR IN GRADES K–5 Equity, Language, and Learners • Students need well-structured opportunities to practice language to learn it.  Amplify, do not simplify, language. • Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. • Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. • We are the gatekeepers of language in the classroom as teachers and leaders. • Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. • All students bring valuable knowledge and culture to the classroom. 32

33. RIGOR IN GRADES K–5 Observing for Rigor

34. RIGOR IN GRADES K–5 After the Observation Procedural Skill and Fluency Evidence Students practice, many times, with facts and procedures. Fluency activities build upon conceptual understandings students already have. Conceptual Understanding Evidence Students asked “why” and to rationalize their thinking. Students work with models to process their thinking. Modeling/Application Evidence Students work on rich math problems. Students use math absent of external prompts.

35. RIGOR IN GRADES K–5 After the Observation • Where is there evidence of equitable practice? • Specifically, where is there evidence of equitable practice for English Language Learners/students who are linguistically marginalized?

36. RIGOR IN GRADES K–5 After the Observation What questions would you now want to ask Mr. Colon?

37. RIGOR IN GRADES K–5 Questions That Develop Rigor

38. RIGOR IN GRADES K–5Thumb Rating: Did we meet our objectives? Objectives Participants will be able to: • describe the three aspects of rigor and why rigor is important. • evaluate standards, tasks, and lessons for aspects of rigor. • observe and coach the rigor shift in teacher practice. • explain how attending to the shift of rigor is an equitable practice in Standards-aligned math instruction.

39. RIGOR IN GRADES K–5Processing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3 and equity? • What implications does the importance of rigor have for your work? Consider Professional development Planning Curriculum Systems/structures Policy & programming

40. 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: Observing the Standards and Shifts in Grades K–5 Winter 2018

41. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5Objectives and Agenda Objectives Participants will be able to • observe and coach teachers on the standards and the shifts in mathematics. • apply an equity lens to observe and coach teachers on the standards and the shifts in mathematics. Agenda: • Observing for Standards and Shifts • Lunch • Coaching Role Play • Apply an Equity Lens to Observing the Standards and Shifts • Reflection

42. Observing for Standards and Shifts

43. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Observing for Standards and Shifts Standard: 2.MD.D.10 Prepare. Unpack 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 working harder or taking longer to grasp concepts? What aspects of Rigor are emphasized? Is the instruction equitable?

44. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Unpack the Standard Cluster: Represent and interpret data. 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 using information presented in a bar graph.

45. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 Observing for Standards and Shifts

46. 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?

47. OBSERVING THE STANDARDS AND SHIFTS IN GRADES K–5 After the Observation Cluster: Represent and interpret data. 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 using information presented in a bar graph.

48. 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?

49. 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? • How is the instruction equitable?

50. Lunch!