Module Focus: Implementation in a Transition Year Sequence of Sessions

Overarching Objectives of this February 2014 Network Team Institute Module Focus sessions for Grade 9 will follow the sequence of the Concept Development component of the specified modules, using this narrative as a

tool for achieving deep understanding of mathematical concepts. Relevant examples of Fluency, Application, and Student Debrief will be highlighted in order to examine the ways in which these elements contribute to and enhance conceptual understanding.

High-Level Purpose of this Session Closely examine a series of lessons in order to make choices regarding implementation. Understand how specific choices support successful pacing while bridging gaps in prior knowledge and honoring the balance of rigor. Share strategies and successes in implementation of A Story of Ratios.

Related Learning Experiences This session is part of a sequence of Module Focus sessions examining the A Story of Functions: Implementation in a Transition Year.

Key Points The CCLS Checklist for A Story of Functions is a valuable tool in keeping an eye on the big picture at each grade-level. When making decisions regarding implementation, it is important to honor the objective of each lesson. The Exit Tickets of each lesson are helpful in this endeavor. The lesson objectives are sequenced carefully toward mastery of each topic. Careful attention should be given to maintaining a balance of rigor.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

Implementation.  Participants will be prepared to implement the modules and to make appropriate instructional choices to meet the needs of their students while maintaining the balance of rigor that is built into the curriculum.

Participants will be able to articulate the key points listed above.

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

Review the CCLS Checklist for A Story of Functions 9 mins

Review the CCLS Checklist in order to understand the distribution of standards across the modules.

A Story of Functions Implementation PPT

CCLS Checklist for A Story of Ratios

Review the CCLS Checklist for A Story of Functions.

Practice a Planning Protocol 35 mins

Examine a series of lessons and apply a planning protocol in order to make decisions with regard to daily instruction and pacing.

A Story of Functions Implementation PPT

Select a set of lessons for teachers to examine while using the planning protocol.

Discuss Strategies and Successes 16 mins

Discuss strategies for addressing issues associated with implementation in a transition year.

A Story of Functions Implementation PPT Prepare to facilitate discussion and

support teachers in problem solving.

Session Roadmap

Section: Implementation Time: 60 minutes

[60 minutes] In this section, you will… Materials used include:

TimeSlide #

Slide #/ Pic of Slide Script/ Activity directions GROUP

0 min 1. NOTE THAT THIS DISCUSSION IS DESIGNED TO BE 60 MINUTES IN LENGTH.

This session is intended to facilitate discussion among leaders. The goal is to share strategies and successes of implementation during this transitional year.

This session follows a Module Focus Session, wherein participants deeply studied the mathematical sequence of a module in their chosen grade-level. This session is intended to go beyond the module study, facilitating decisions about pacing and implementation in order to meet the needs of a specific group of students. This work session will be followed by a panel discussion during which several representatives from around NY State will share some of their recent strategies and successes.

1 min 2. Our objectives for this session are to:• Closely examine a series of lessons in order to make

choices regarding implementation.• Understand how specific choices support successful

pacing while bridging gaps in prior knowledge and honoring the balance of rigor.

• Share strategies and successes in implementation of A Story of Functions.

0 min 3. We will begin by reviewing the CCLS Checklist for A Story of Functions. We’ll then practice a planning protocol. Along the way, we’ll discuss options for implementation, maintaining the balance of rigor. Finally, we’ll take time to discuss some additional questions regarding implementation of this curriculum.

Let’s get started with the CCLS Checklist.

NOTE TO FACILITATOR: This portion of the session should take about 10 minutes.

6 min 4. Either play the video provided or use the sequence of animations and accompanying script on the next four “hidden” slides.

5. This is the checklist for ninth grade, which is comprised of five modules. Along the top, you can see that there is one column for each of these modules.

CLICK TO ADVANCE ANIMATION.

Down the left-hand side, is the list of ninth grade standards. These standards are grouped by conceptual category. Within each conceptual category, clusters are separated by bold lines.

CLICK TO ADVANCE ANIMATION.

You can see here that the first conceptual category, Number and Quantity, includes two clusters of standards at the ninth grade level. The first cluster consists of only one standard, RN.3. The second cluster consists of three standards.In looking across each row, it is evident that each and every standard is the focus of instruction and assessment in at least one module.

ADVANCE TO NEXT SLIDE.

6. In ninth grade, there are two recommended fluency standards, A.SSE.1 and A.APR.1. These standards are noted with a superscript “F” following the standard number. Note that both of these standards are part of the instructional focus in the first module. This ensures ample time for continued practice so that each student can achieve fluency in these standards by the end of the year.

ADVANCE TO NEXT SLIDE.

7. Standards followed by an asterisk are major work of the grade as defined by the Partnership for Assessment of Readiness for College and Careers (PARCC). Other standards are defined as either supporting work or additional work. More information can be found in the PARCC Model Content Frameworks.

ADVANCE TO NEXT SLIDE.

8. Standards followed by a star are standards that call for modeling according to the Common Core State Standards (CCSS).

ADVANCE TO NEXT SLIDE.

3 min 9. Ask participants for observations regarding the current module of study at their grade level.

0 min 10. Now that we’ve reviewed the CCLS Checklist, let’s use a planning protocol designed to facilitate thoughtful implementation.

NOTE TO FACILITATOR: This portion of the session should take about 35 minutes.

5 min 11. Click to advance the first bullet. Allow time for participants to read the module overview and the topic opener for the pre-selected topic.

Click to advance second bullet. Allow time for participants to study the sample work provided for the module assessment(s).

NOTE TO FACILITATORS: It is likely that participants will have already studied these documents during Session 1 of this NTI. If this is the case, there is no need to spend additional time on this slide at this point.

5 min 12. Click to advance the first bullet. Allow time for participants to read the first lesson of the pre-selected topic.

Click to advance second bullet. Read aloud the objective of the first lesson. Allow time for participants to re-read the exit ticket. Facilitate a discussion about the major concept required by the exit ticket.

Click to advance the third bullet. Allow time for participants to study the concept development and problem set. If participants have paper copies of the lessons, encourage them to highlight the portions of the CD/PS that are critical in preparation for the exit ticket. Facilitate a discussion about those portions of the lesson that are necessary in preparation for the exit ticket and those that go beyond the major concept needed for the exit ticket.

5 min 13. Click to advance the first bullet. Facilitate a discussion about how participants’ previous observations might be further impacted as they consider the needs of a specific group of students. As appropriate, draw attention to any relevant notes boxes in the margins of the lesson.

Click to advance second bullet. Allow time for participants to read the exit ticket for the next lesson. Facilitate a discussion about the relationship between the two exit tickets.

Click to advance the third bullet. Facilitate discussion about how these new observations might further impact their decisions regarding implementation of the first lesson.

5 min 14. Click to advance the first bullet. Facilitate a discussion about how the closing is impacted by the implementation decisions made thus far.

Click to advance second bullet. Facilitate a discussion about the other lesson components and the need to ensure that the balance of rigor is maintained and be attentive to the math practices.

15 min

15. Review the planning protocol. If time allows, have participants go through the cycle again for the second lesson of the topic.

Continue to refer back to the assessment as needed.

0 min 16. In the remainder of this session, you will have the opportunity to discuss some difficult questions regarding implementation of this curriculum and share your strategies and successes with each other.

NOTE TO FACILITATOR: This portion of the session should take about 15 minutes.

5 min 17. Allow 3 minutes for table talk, and then 2 minutes to facilitate a whole group discussion.

NOTE TO FACILITATORS: When teams are reporting to the whole group, be sure to discuss pacing as it relates to the State test.

5 min 18. Allow 3 minutes for table talk, and then 2 minutes to facilitate a whole group discussion.

5 min 19. Allow 3 minutes for table talk, and then 2 minutes to facilitate a whole group discussion.

1 min 20. Let’s review some key points of this session.• The CCLS Checklist for A Story of Functions is a

valuable tool in keeping an eye on the big picture at each grade-level.

• When making decisions regarding implementation, it is important to honor the objective of each lesson.

• The exit tickets of each lesson are helpful in this endeavor.

• The lesson objectives are sequenced carefully toward mastery of each topic.

• Careful attention should be given to maintaining a balance of rigor.

Use the following icons in the script to indicate different learning modes.

Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials Provided

A Story of Functions Implementation PPT A Story of Functions Facilitator Guide CCLS Checklist for A Story of Functions

Additional Suggested Resources

● A Story of Functions Year Long Curriculum Overview