July 2016 Focus & Within Course Coherence in High School - PowerPoint Presentation

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July 2016

Focus & Within Course Coherence in High School

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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

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Name 1

Name 2 FOCUS IN HIGH SCHOOLIntroduction: Who I Am

Insert photoInsert photo

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Raise your hand if…

you are a math teacheryou are a math teacher coachyou hold a different roleyou teach in a district schoolyou teach in a charter schoolyou teach or work in a different type of school or organizationFOCUS IN HIGH SCHOOLIntroduction: Who You Are4

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FOCUS IN HIGH SCHOOLIcebreaker

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

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FOCUS IN HIGH SCHOOLThe Shifts

1. Focus: strongly where the Standards focus2. Coherence: Think across grades, & link to major topics within grades3. Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.6

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FOCUS IN HIGH SCHOOL

This WeekDayIdeas

Monday

Focus and Within Grade Coherence

Tuesday

Rigor and the

Mathematical Practices

Wednesday

Across Grade

Coherence and Instructional Practice

Thursday

Adaptation

and

Curriculum Study

Friday

Adaptation and Practice

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“Do the math”

Connect to our practice

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FOCUS IN HIGH SCHOOL We Will…

Go deeper on standards and shifts and see how they play out in curriculum and instructionExamine standards-aligned resourcesDo a lot of math problemsThink about how what we are learning impacts what we will do in school8

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FOCUS IN HIGH SCHOOL

Data Collection at Standards Institute9Data CollectionPre-survey (10-15m)Knowledge Daily survey (5-10m)Feedback Knowledge

Analysis

Facilitators

Institute team

Immediate adjustment:

Content

Facilitation

Operation

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FOCUS IN HIGH SCHOOLNorms That Support Our Learning

Take responsibility for yourself as a learnerHonor timeframes (start, end, activity)Be an active and hands-on learnerUse technology to enhance learningStrive for equity of voiceContribute to a learning environment in which it is “safe to not know”10

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FOCUS IN HIGH SCHOOLToday

Morning: Focus in High SchoolAfternoon: Focus and Within Course Coherence in High School11

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FOCUS IN HIGH SCHOOLMorning 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

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FOCUS IN HIGH SCHOOLMorning Agenda

Framing the ChallengeUnderstanding FocusMajor, Supporting, and Additional Content Connect to Practice: Evaluate a Scope and Sequence13

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FOCUS IN HIGH SCHOOL

Framing the Challenge14

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“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 PanelFOCUS IN HIGH SCHOOLA Call for Focus15

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FOCUS IN HIGH SCHOOLFocus 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

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FOCUS IN HIGH SCHOOLWhy 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

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FOCUS IN HIGH SCHOOL

Quick ReviewConceptual Category

Domain

Cluster

Standard

“F-IF.A.1”

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FOCUS IN HIGH SCHOOL

Where to Focus?19

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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.

FOCUS IN HIGH SCHOOLFocus by Course

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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.FOCUS IN HIGH SCHOOLFocus by Course

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Protocol – Major Work

Read the Framework document for your course(s).Identify the major work for your course(s).Identify the major work for the other high school subjects.Identify themes for major work across these subjects.BonusWhat changes, if any, would you make to the three clusters you chose to prioritize in the icebreaker?FOCUS IN HIGH SCHOOLFocus by Course

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Protocol – Supporting Work

Identify the supporting work for your course(s).Do the Math – identify the standardDiscuss how this standard supports major work.FOCUS IN HIGH SCHOOLFocus by Course23

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FOCUS IN HIGH SCHOOL

Supporting in Algebra I24Distinguish between situations that can be modeled with linear functions and with exponential functionsF-LE.A.1City 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.Which bank will provide the largest balance if you plan to invest $10,000 for 10 years? For 15 years?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.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?

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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.

FOCUS IN HIGH SCHOOL Supporting in Geometry25G-CO.A.5

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FOCUS IN HIGH SCHOOL

Supporting in Algebra II26A-REI.BSolve equations and inequalities in one variable.

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FOCUS IN HIGH SCHOOL

Focus in High School27Connection 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?

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Lunch 12:00-1:00

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOLToday

Morning: Focus in High SchoolAfternoon: Focus and Within Course Coherence in High School29

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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; andidentifying at least 3 connections between major, supporting, and additional work.

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Deeper Dive: Major Work

Coherence Within the CourseConnect to Practice: Evaluate a Scope and SequenceFOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Afternoon Agenda31

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Protocol:

Do the math – 2 tasks per course.Identify the standard and why the task aligns.Discuss the alignment with a partner at your table.FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Digging in to Major Work32

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL

Major Work – Algebra I33A-APR.A.1

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL

Major Work – Geometry34G-CO.B.8

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL

Major Work – Algebra II35A-APR.B.3

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Coherence Within the Course36

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Within Course Coherence:

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

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Protocol:

Do the math – 2 tasks per course.Identify the standards and why the task aligns.Discuss why this connection is important to show to students.FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Task Analysis38

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A-SSE.A.2 and F-IF.B.8a

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOLAlgebra I39

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G-GPE.B.4 and G-GPE.B.5

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Geometry40

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F-BF.A.1a, F-BF.A.2, and A-SSE.B.3c

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 𝑛 months.b. Write an explicit formula for the amount of money in the account after 𝑛 months.c. Write an explicit formula for the amount of money in her account after 𝑡 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 𝑡 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.

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Algebra II41

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In what ways will the discussion on focus and within course coherence impact what you do in school?

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Reflection42

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Break

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice

44“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

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice

45How do we know if our curriculum is focused and coherent? What is the Focus criteria?What is the Coherent criteria?

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Connect to Practice

46Focus CriteriaFocus on grade-level standards.Appropriate emphasis on major work.Coherence CriteriaComplementary topics support and reinforce a major topic.Supporting work integrated with major work.

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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?

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL Evaluate a Scope and Sequence

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Evidence

of Focus

Evidence of Within

Course Coherence

Ways to Improve/What

I Want to Investigate Further

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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?

FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL

Evaluate a Scope and Sequence

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Feedback

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

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FOCUS AND WITHIN COURSE COHERENCE IN HIGH SCHOOL

Reference List50SlideSource6http://achievethecore.org/category/419/the-shifts 14

http://www.highereducation.org/reports/college_readiness/gap.shtml15, 44

Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC, 2008.

http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf16 – 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

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https://www.illustrativemathematics.org/content-standards/HSF/IF/C/tasks/1485

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https://www.engageny.org/resource/geometry-module-1/file/111911

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https://www.illustrativemathematics.org/content-standards/HSA/REI/B/tasks/1000

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https://www.engageny.org/resource/algebra-i-module-1/file/110596

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https://www.engageny.org/resource/geometry-module-1/file/111886

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https://www.engageny.org/resource/algebra-ii-module-1/file/100591

39https://www.engageny.org/resource/algebra-i-module-4/file/117596 40https://www.engageny.org/resource/geometry-module-4/file/106211 41https://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