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: Rigor in High School Summer 2017

2. RIGOR IN HIGH SCHOOL 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.”

3. RIGOR IN HIGH SCHOOL Feedback on Feedback

4. RIGOR IN HIGH SCHOOL Parking Lot Let’s go back and see if questions were addressed…

5. RIGOR IN HIGH SCHOOL Equity Equity isn’t giving every student the same thing; it’s giving every student what they need. It is about fairness. Ensuring all children – regardless of circumstance – are receiving high-quality and Standards-aligned instruction is an equitable practice. We want to ensure Standards-aligned instruction is causing the equitable practices needed to close the gaps caused by racism, bias, and poverty. All week, we will explore our learning through this lens, and we will capture those moments visibly here in our room.

6. RIGOR IN HIGH SCHOOL Share Your Learning Don’t forget to jot down ideas for • Light bulb moments • Why I teach/lead

7. RIGOR IN HIGH SCHOOL The Week at a Glance

8. RIGOR IN HIGH SCHOOL Objectives and Agenda Objectives: • Participants will be able to describe the three aspects of Rigor and why Rigor is important. • Participants will be able to evaluate Standards, tasks, and lessons for aspects of Rigor. • Participants will be able to observe and coach the Rigor Shift in teacher practice. Agenda: • Opening • Activator • Rigor: What and Why? • Finding Rigor in the Standards • Observing for Rigor • Apply an equity lens to rigor

9. RIGOR IN HIGH SCHOOL 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

10. RIGOR IN HIGH SCHOOL 3. I’m going to make sure I spend at least half my time this year teaching the major work course emphases. Teachable Moments Activator 1. Within-grade coherence isn’t relevant in Geometry because everything in the course is about Geometry—it is all one domain. 2. I decided to skip the Circles 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 G-CO.2 so I’m teaching 8.G.A.1 first. 5. To strengthen connections, I’ll make sure that my students are solving each problem in as many different ways as possible.

11. 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

12. RIGOR IN HIGH SCHOOL 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.”

13. RIGOR IN HIGH SCHOOL Paired Learning Activator Is there a time where 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?

14. From “Adding It Up” RIGOR IN HIGH SCHOOL

15. RIGOR IN HIGH SCHOOL From TIMSS Video Study

16. RIGOR IN HIGH SCHOOL From TIMSS Video Study

17. RIGOR IN HIGH SCHOOL Consider this Contrast USA 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?

18. Three Aspects of Rigor RIGOR IN HIGH SCHOOL • 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.

19. RIGOR IN HIGH SCHOOL Find the Rigor Protocol: • Do the math. • For each, what aspects of Rigor are emphasized and how do you know? • What are the Standards associated with each one?

20. RIGOR IN HIGH SCHOOL Task #1 Let F assign to each student in your math class his/her biological father. Explain why F is a function. Describe conditions on the class that would have to be true in order for F to have an inverse. In a case from part (b) in which F does not have an inverse, can you modify the domain so that it does? F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y=f(x).

21. RIGOR IN HIGH SCHOOL Task #2 John makes DVDs of his friend’s shows. The cost of producing x DVDs is given byC(x) = 2500 + 1.25x. John wants to cover his costs. Suppose John made 100 DVDs. What is the cost of producing this many DVDs? How much is this per DVD? Complete the table showing his costs at different levels of production. Explain why the average cost per DVD levels off. Find an equation for the average cost per DVD of producing x DVDs. Find the domain of the average cost function. Using the data points from your table above, sketch the graph of the average cost function. How does the graph reflect that the average cost levels off? F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

22. RIGOR IN HIGH SCHOOL Task #3 F-IF.8.a Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

23. Identifying the Rigor in the Standards RIGOR IN HIGH SCHOOL Procedural Skill F-IF.8.a Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Application

24. One Final Point: A Balance of Rigor RIGOR IN HIGH SCHOOL 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

25. Observing for Rigor

26. RIGOR IN HIGH SCHOOL 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”).

27. RIGOR IN HIGH SCHOOL Observing for Rigor Standard: HSF-IF.B.5 Prepare Look up the Standard(s). Determine the aspects of Rigor embedded in the Standard(s). Capture Evidence of Rigor Aligned to the Standard Procedural skill and fluency Conceptual understanding Modeling/application Equitable learning

28. RIGOR IN HIGH SCHOOL Observing for Rigor Standard: HSF-IF.B.5 Interpret functions that arise in applications in terms of the context. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

29. RIGOR IN HIGH SCHOOL Observing for Rigor

30. RIGOR IN HIGH SCHOOL 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 being asked “why” and to rationalize their thinking. Students working with models to process their thinking. Modeling/Application Evidence Students working on rich math problems. Students use math absent of external prompts.

31. RIGOR IN HIGH SCHOOL After the Observation What questions would you now want to ask Ms. McAtee?

32. RIGOR IN HIGH SCHOOL Questions That Develop Rigor

33. RIGOR IN HIGH SCHOOLThumb Rating: Did we meet our objectives? Objectives: • Participants will be able to describe the three aspects of rigor and why Rigor is important. • Participants will be able to evaluate Standards, tasks, and lessons for aspects of Rigor. • Participants will be able to observe and coach the rigor Shift in teacher practice. • Apply an equity lens to observe and coach the rigor Shift in teacher practice.

34. RIGOR IN HIGH SCHOOLProcessing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3? • What implications does the importance of rigor have for your work? Consider: Professional development Planning Curriculum Equity Systems/Structures Policy & Programming

35. 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 High School Summer 2017

36. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOLObjectives and Agenda Objectives: • Participants will be able to observe and coach teachers on the Standards and the Shifts in mathematics. Agenda: • Observing for Shifts and Standards • Lunch • Coaching Role Play • Apply an equity lens to Observing the Standards and Shifts • Reflection

37. Observing for Standards and Shifts

38. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Observing for Standards and Shifts Standard: HSG-SRT.C.8 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 working harder to grasp concepts? What aspects of Rigor are emphasized? Is the instruction equitable?

39. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Observing for Standards and Shifts

40. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL After the Observation Step One: Focus Start with the Standard. What Standards are being taught? Is the instruction addressing the intended Standard?

41. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL After the Observation Cluster: Define trigonometric ratios and solve problems involving right triangles HSG-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

42. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL 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 working harder or taking longer to “get it”, how is the teacher supporting students to make connections to previous learning? • What prerequisite knowledge and/or skills might be missing?

43. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL 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? • What do you see through your equity lens?

44. Lunch!

45. Welcome Back

46. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL So, what is not aligned in this instruction? Focus Coherence Rigor

47. Coaching Role Play

48. Get Ready (4 min.) OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Coaching Role Play: Purpose and Process Pair Up (2 min.) The objective of this activity is to give leaders practice coaching a teacher on Standards and Shifts alignment in the context of an authentic classroom situation. Role Play & Feedback #1 (11 min.) Role Play & Feedback #2 (11 min.)

49. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Coaching Role Play The objective of this activity is to give leaders a chance to practice coaching a teacher 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 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. OBSERVING THE STANDARDS AND SHIFTS IN HIGH SCHOOL Role Play #1: 5 Minutes