Focus Within Course Coherence in High School July

Focus & Within Course Coherence in High School July 2016 1

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. 2

FOCUS IN HIGH SCHOOL Introduction: Who I Am Insert photo Name 1 • • Name 2 • • • 3

FOCUS IN HIGH SCHOOL Introduction: Who You Are Raise your hand if… • • • you are a math teacher coach you hold a different role you teach in a district school you teach in a charter school you teach or work in a different type of school or organization 4

FOCUS IN HIGH SCHOOL Icebreaker Share with the people at your table: • Where are you from? • What do you do? • What gets you up in the morning? No, seriously, why do you do this work? • Look at the cluster headings on your table. As a group, decide which three clusters would you spend the most time teaching and why. 5

FOCUS IN HIGH SCHOOL The Shifts 1. Focus: strongly where the Standards focus 2. Coherence: Think across grades, & link to major topics within grades 3. Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity. 6

FOCUS IN HIGH SCHOOL This Week Day Ideas Monday Focus and Within Grade Coherence Tuesday Wednesday Rigor and the Mathematical Practices Across Grade Coherence and Instructional Practice Thursday Adaptation and Curriculum Study Friday Adaptation and Practice “Do the math” Connect to our practice 7

FOCUS IN HIGH SCHOOL We Will… • Go deeper on standards and shifts and see how they play out in curriculum and instruction • Examine standards-aligned resources • Do a lot of math problems • Think about how what we are learning impacts what we will do in school 8

FOCUS IN HIGH SCHOOL Data Collection at Standards Institute Data Collection Analysis Pre-survey (1015 m) Knowledge Facilitators Daily survey (510 m) Feedback Knowledge Institute team Immediate adjustment: Content Facilitation Operation 9

FOCUS 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 in which it is “safe to not know” 10

FOCUS IN HIGH SCHOOL Today • Morning: Focus in High School • Afternoon: Focus and Within Course Coherence in High School 11

FOCUS IN HIGH SCHOOL Morning Objectives • Participants will be able to clearly define the “Focus Shift” and explain why a focused curriculum will lead to greater student success. • Participants will be able to describe the structure of the Standards in terms of standards, clusters, and domains. • Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards. • Participants will be able to classify clusters within their grade as major, supporting, or additional using the content emphases as a resource and explain the classification. 12

FOCUS IN HIGH SCHOOL Morning Agenda I. III. IV. Framing the Challenge Understanding Focus Major, Supporting, and Additional Content Connect to Practice: Evaluate a Scope and Sequence 13

FOCUS IN HIGH SCHOOL Framing the Challenge 14

FOCUS IN HIGH SCHOOL A Call for Focus “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. ” - National Mathematics Advisory Panel 15

FOCUS IN HIGH SCHOOL Focus in the Standards 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. This means focusing deeply on the major work of each grade. 16

FOCUS IN HIGH SCHOOL Why Focus? This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom. 17

FOCUS IN HIGH SCHOOL Quick Review Conceptual Category Cluster Standard “F-IF. A. 1” Domain

FOCUS IN HIGH SCHOOL Where to Focus? 19

FOCUS IN HIGH SCHOOL Focus by Course This shows where students and teachers should spend the large majority of their time in order to meet the expectations of the Standards. • Not all content in a given grade is emphasized equally in the Standards. • Some clusters require greater emphasis than others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. • More time in these areas is also necessary for students to meet the Standards for Mathematical Practice. • To say that some things have greater emphasis is not to say that anything in the Standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. 20

FOCUS IN HIGH SCHOOL Focus by Course • 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. 21

FOCUS IN HIGH SCHOOL Focus by Course Protocol – Major Work 1. 2. 3. 4. Read the Framework document for your course(s). Identify the major work for the other high school subjects. Identify themes for major work across these subjects. Bonus • What changes, if any, would you make to the three clusters you chose to prioritize in the icebreaker? 22

FOCUS IN HIGH SCHOOL Focus by Course Protocol – Supporting Work 1. Identify the supporting work for your course(s). 2. Do the Math – identify the standard 3. Discuss how this standard supports major work. 23

FOCUS IN HIGH SCHOOL Supporting in Algebra I F-LE. A. 1 Distinguish between situations that can be modeled with linear functions and with exponential functions City Bank pays a simple interest rate of 3% per year, meaning that each year the balance increases by 3% of the initial deposit. National Bank pays a compound interest rate of 2. 6% per year, compounded monthly, meaning that each month the balance increases by one twelfth of 2. 6% of the previous month's balance. a. Which bank will provide the largest balance if you plan to invest $10, 000 for 10 years? For 15 years? b. Write an expression for C(y), the City Bank balance, y years after a deposit is left in the account. Write an expression for N(m), the National Bank balance, m months after a deposit is left in the account. c. Create a table of values indicating the balances in the two bank accounts from year 1 to year 15. For which years is City Bank a better investment, and for which years is National Bank a better investment? 24

FOCUS IN HIGH SCHOOL Supporting in Geometry G-CO. A. 5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e. g. , graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. 25

FOCUS IN HIGH SCHOOL Supporting in Algebra II A-REI. B Solve equations and inequalities in one variable. 26

FOCUS IN HIGH SCHOOL Focus in High School Connection to practice: • What are the common threads in the major work in high school? • What impact do the focus documents have on your role? • Why will a focused curriculum lead to greater student success? 27

Lunch 12: 00 -1: 00 28

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Today • Morning: Focus in High School • Afternoon: Focus and Within Course Coherence in High School 29

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Afternoon Objectives • Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards. • Participants will be able to clearly define within course coherence and be able to identify and describe connections between clusters in their grade. • Participants will be able to evaluate a sample scope and sequence for focus and within course coherence by: • verifying that all concepts and skills relate to subject standards; • determining the amount of time spent on major, supporting, and additional work; and • identifying at least 3 connections between major, supporting, and additional work. 30

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Afternoon Agenda I. Deeper Dive: Major Work II. Coherence Within the Course III. Connect to Practice: Evaluate a Scope and Sequence 31

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Digging in to Major Work Protocol: 1. Do the math – 2 tasks per course. 2. Identify the standard and why the task aligns. 3. Discuss the alignment with a partner at your table. 32

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Major Work – Algebra I A-APR. A. 1 33

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Major Work – Geometry G-CO. B. 8 34

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Major Work – Algebra II A-APR. B. 3 35

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Coherence Within the Course 36

Within Grade Coherence: Coherence is built into the standards for each grade through Within Course Coherence: the utilization of complementary topics to support and Coherence is built into reinforce a major topic in a grade. This also increases the standards for each focus in the grade. course through the utilization of complementary topics to support and reinforce a major topic in a course. This also increases focus in the course.

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Task Analysis Protocol: 1. Do the math – 2 tasks per course. 2. Identify the standards and why the task aligns. 3. Discuss why this connection is important to show to students. 38

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Algebra I A-SSE. A. 2 and F-IF. B. 8 a 39

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Geometry G-GPE. B. 4 and G-GPE. B. 5 40

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Algebra II F-BF. A. 1 a, F-BF. A. 2, and A-SSE. B. 3 c Dani has $1, 000 in an investment account that earns 3% per year, compounded monthly. a. Write a recursive sequence for the amount of money in her account after �� months. b. Write an explicit formula for the amount of money in the account after �� months. c. Write an explicit formula for the amount of money in her account after �� years. d. Boris also has $1, 000, but in an account that earns 3% per year, compounded yearly. Write an explicit formula for the amount of money in his account after �� years. e. Boris claims that the equivalent monthly interest rate for his account would be the same as Dani’s. Use the expression you wrote in part (d) and the properties of exponents to show why Boris is incorrect. 41

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Reflection In what ways will the discussion on focus and within course coherence impact what you do in school? 42

Break

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice “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. ” - National Mathematics Advisory Panel 44

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice • How do we know if our curriculum is focused and coherent? • What is the Focus criteria? • What is the Coherent criteria? 45

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice Focus Criteria Coherence Criteria • Focus on grade-level standards. • Complementary topics support and reinforce a major topic. • Appropriate emphasis on major work. • Supporting work integrated with major work. 46

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Evaluate a Scope and Sequence Look at the scope and sequence or curriculum map that you brought with you today. • Does the scope and sequence appropriately focus on course-level standards and focus on major content? What evidence do you have? • Does the scope and sequence appropriately reflect the idea of within course coherence? What evidence do you have? Evidence of Focus Evidence of Within Course Coherence Ways to Improve/What I Want to Investigate Further 47

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Evaluate a Scope and Sequence Look at the scope and sequence or curriculum map that you brought with you today. • Does the scope and sequence appropriately focus on course-level standards and focus on major content? What evidence do you have? • Does the scope and sequence appropriately reflect the idea of within course coherence? What evidence do you have? Further reflection: • How will the focus shift impact your work with creating and/or coaching around scope and sequences? • How will within course coherence impact your work with creating and/or coaching around scope and sequences? 48

Feedback Please fill out the survey located here: www. standardsinstitutes. org • Click “Summer 2016” on the top of the page. • Click “Details” on the center of the page. 49

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Reference List Slide Source 6 http: //achievethecore. org/category/419/the-shifts 14 http: //www. highereducation. org/reports/college_readiness/gap. shtml 15, 44 Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U. S. Department of Education: Washington, DC, 2008. http: //www 2. ed. gov/about/bdscomm/list/mathpanel/report/final-report. pdf 16 – 17 http: //www. corestandards. org/other-resources/key-shifts-in-mathematics/ 19 – 21 http: //achievethecore. org/dashboard/2/search/1/2/0/1/2/3/4/5/6/7/8/9/10/11/12/page/774/focus-by-grade-level-list-pg 24 https: //www. illustrativemathematics. org/content-standards/HSF/IF/C/tasks/1485 25 https: //www. engageny. org/resource/geometry-module-1/file/111911 26 https: //www. illustrativemathematics. org/content-standards/HSA/REI/B/tasks/1000 33 https: //www. engageny. org/resource/algebra-i-module-1/file/110596 34 https: //www. engageny. org/resource/geometry-module-1/file/111886 35 https: //www. engageny. org/resource/algebra-ii-module-1/file/100591 39 https: //www. engageny. org/resource/algebra-i-module-4/file/117596 40 https: //www. engageny. org/resource/geometry-module-4/file/106211 41 https: //www. engageny. org/resource/algebra-ii-module-3/file/116406 Image Credits (Flickr): Slide 28: “Lunch” by George Redgrave; Slide 36: “Coiled Rope” by Danny Fowler; Slide 37: “Nice” by Rodrigo Soldon; Slide 43: “Latte Art Smile” by Brainy J 50