College Ready Bar 1/ALT
Session: College Ready Bar 1
Facilitator: Anne Pearson + Will Roble
Date and Time: 6/23; first 90 minutes
Topic: CCSS Shifts
Total Time: 90 minutes
Intended Audience: STEM ADs
Pre-Work: Watch video from 8:10-19:13 http://vimeo.com/65731353; reflect on question: What are 3 key
messages/takeaways from this film?
Estimated time to complete: 15 min
Supporting/Table Facilitators: NA
Internalization and School Use Guide
Aims:
 WWBAT describe each of the key shifts in the standards and explain the impact on classroom practice.
 WWBAT discern how specific concepts, skills and knowledge, and cognitive demand progresses across a
grade band.
Session Description/Connection to PD Arc/Priorities
- Name shifts, rationale and concrete example of each
- Describes how demand increases over the course of k-12 learning by reading and analyzing standards
and assessment items
- Personal reflection: What does this require of my leadership push my teachers, my department and my
school?
Key Points
Potential Misunderstandings
 Deeply understanding the application of the shifts  Familiarity = understanding – always can dig in
(focus, coherence and rigor) to the standards and
deeper and learn more
instructional practices is a requisite for effectively
 Rigor does not = hard or advanced content outside
driving student learning of the CCSS
of the grade level. Rigor = application, fluency and
 If we fail at teaching our students at a rigorous
conceptual understanding – deep thinking about
level, we are setting our students up for failure in
developmentally appropriate work
college and careers
 Coherence does not mean incorporating several
 There is a clear, purposeful progression of
grade levels below current work; it is about
learning across and within grade levels described
thoughtful build on prior knowledge
in the standards; therefore, mastery of prioritized
 Teaching students the grade level content
grade level standards is a prerequisite for success
standards OR key cognitive strategies is sufficient
in subsequent grade levels and therefore critical
to set kids up for success – need to consider
to our mission.
Content and Practice standards as well as Conley’s
work (next session)
AGENDA AT A GLANCE
 Why do we do this work?
 Comparing student work
 Rolling up our sleeves to understand the shifts and standards
 Reflect
 What next…
1
College Ready Bar 1/ALT
Materials
We (including participants) will need:
 http://vimeo.com/65731353
 Doc cam
 Projector
 PPT, Handouts
 Student work
 To be emailed: Standards
Assessment & Follow-up
Follow-up by Principals & Deans (dates):
Grouping/Physical Space Notes
NA
Additional Instructions/Notes for Facilitator
NA

Digest standards: every school leader can and
must know their grade band's standards; ADs
go through same vertical articulation process
completed during PD session for all standards
within grade band by start of school.

During campus visits, ADs can connect trends
they are seeing across their math team with
the CC shifts - every two weeks throughout the
year (minimum).
Living the Learning (LtL) Legend:
O= Opening
AA= Airtight Activity
K= Key Points
M= Additional Model
A= Application
C: Closing/Reflection
2
College Ready Bar 1/ALT
Session Detail
Time
Min.
90
min
13
min
Facilitator Notes
Aims and Agenda
In this session,
 WWBAT describe each of the key shifts in the standards and explain the
impact on classroom practice.
 WWBAT discern how specific concepts, skills and knowledge, and cognitive
demand progresses across a grade band.
We will get there by…
 Why do we do this work?
 Comparing student work
 Rolling up our sleeves to understand the shifts and standards
 Reflect
 What next…
Why do we do this work?
 The purpose of our next 90 minutes together is to provide the foundation for the
next 2.5 days by digging into the shifts and standards through which the shifts
live.
 Hello and introductions – Ice breaker: What is your worst math memory?
 Frame: We are working on building a math program that helps students to love
and appreciate math deeply. As a country we cannot afford to turn kids off from
math. To ground ourselves quickly in the urgency and importance of our work,
we are going to discuss the video of Uri Treisman, a Calculus professor at UT for
longer than any of us have been alive and the head of the UT Dana Center,
which you watched as pre-work.
 T&T – What are the key messages/takeaways from this film?
o Key messages:
 Poverty and Income are the determining facts in math opportunity to
learn
 College remedial programs are burial grounds for student aspirations
 We have an opportunity to learn gap – and we can fix it
 Math is the subject that determines whether kids grow up to be adults
with choices or not
 We are going to come back to this question again throughout the session, but
we want you to take 2 minutes to write an initial reflection on the following
question: What does this require of my leadership to push my teachers, my
department and my school?
 During this session and the next session, we are our goal is to begin the process
of clarifying and defining college readiness. Five stops on this journey to create a
holistic picture: shifts, standards, course of study, task analysis, proficiency
profiles. We will be drawing from the CC content and practice standards as well
as from Conley’s work. From Conley’s work, we are specifically focusing on the
Key Content Knowledge component of his Four Keys Model to College and
Career Readiness.
3
College Ready Bar 1/ALT
pg. 55
You might be asking – why are we talking about the shifts and standards, when
we have already been working with them for 1-2 years. We are doing so
because…
o The shifts and standards are the foundation and driving forces for the
rest of our work
o We are going to look at them through a different lens to understand
them on a continuum of learning across k-12
o The shifts and standards are too important to not spend time with
Comparing Student Work (AA)
- Say: We are going to take a look at some student work to help examine the
impact of making shifts in instruction on the outputs that our students are
creating.
- Examine student work from Alg 2 (no years of CCSS), Alg 1 (one year of CCSS),
NY MS Class (two years of CCSS). Say: While examining the work, think about
what the shifts in instruction were that lead to the change in quality.
- Ask: Based on the before and after, what are the obvious shifts demanded by
the CCSS?
- Name the shifts with definitions
 Focus – Learn important content deeply rather than being taught

13
min
a broad overview of a number of topics – mile wide and an inch
deep.
 Key implication is we do it once and we do it right. If you
see your Ts or ADs rolling in more content outside of the
grade level focus and the data doesn’t show that kids are
knocking it out of the park, we aren’t spending our time
intelligently.

Coherence – Mathematical connections between grade levels and
within as well as between content and practice standards
 Coherence does not mean incorporating several grade levels
below current work; it is about thoughtful build on prior
knowledge
4
College Ready Bar 1/ALT

45
min
17
min
Rigor – Conceptual Understanding, Application and Fluency
 Rigor does not = hard or advanced content outside of the
grade level. Rigor = application, fluency and conceptual
understanding – deep thinking about developmentally
appropriate work
- Let’s revisit our initial thinking question and reflect on what do the shifts
require of my leadership to push my teachers, my department and my school?
- Now that we’re clear on the K-12 shifts, let’s look at how this plays out in the
standards themselves
Rolling up our sleeves to understand the shifts and standards
- 3 min: Challenge issued – as coaches, we need us all to understand the
headlines for standards, content of standards and progression of standards. In
no way will this be possible in 45 minutes – but given our obligations as
instructional leaders and coaches, it should be part of your own learning and
commitment this summer.
- 30 min: Split ISLs into 4 groups (mix of MS and HS) to follow a strand of
learning from k-12 – divide and conquer by having MS review k-8 and HS
review 8-12 followed by a share among group members.
- Should make sure that folks don’t ONLY look at domains aligned to topics (i.e.
Ratios and Proportions don’t only fall under RP, but also are found in F).
Say: The topics below do not align to the domains in ES or HS. Therefore, you
will have to look at other standards in related domains to capture the learning
that leads up to or beyond the more focused learning in MS according to the
domains. Also, within the MS grade levels, don’t restrict yourself to the
domains in which these topics fall as other domains also contribute to
students’ learning.
 Group 1 – Expressions
 Group 2 – Ratios and Proportions
 Group 3 – Equations
 Group 4 – Statistics – Analyzing Data
Work product – summarize for the group what you learned in terms of how
students’ knowledge and skills develop using any visual you would like.
Guiding questions: How does the learning progress from k-8? 8-12? What are
the major links between MS and HS?
- 10 min: 2-3 groups present (prioritize in this order – groups 4, 3, 2). If we don’t
get to group 2, Anne asks direct question of group 2 – what is the significance
of RP understanding to Functions and Equations in grade 8 and HS?
- 2 min: Let’s revisit what we have written so far and continue to reflect: Given
the progression of learning throughout the standards, what are the
implications for my leadership to push my teachers, my department and my
school?
Reflect
10 min
- Say: We are now going to dig in some more and look for connections across
the shifts and the standards by examining actual problems aligned to the
standards. We will focus in on looking at problems aligned to Ratios and
Proportions (picked this because it’s more manageable and pulls in EE and SP)
- Guiding question: Where do you see evidence of the shifts and standards
(content and practice) in the problems?
5
College Ready Bar 1/ALT
-
*For ADs who are not as familiar with the SMP or for non-STEM SLs in the
room, group with more knowledgeable AD
Debrief. Share out insights around guiding question
7 min
Final round with our big question: What are the implications for the types of
experiences your teachers need to have going forward? The vision for your
department? Your leadership? 3 min to write
- Share out reflections from the session using notes from written reflections. 4
min to share
- Key Takeaway: Teaching students the grade level content standards OR key
cognitive strategies is not sufficient to set kids up for success – need to
consider Content and Practice standards as well as Conley’s work (next
session)
What Next…
- So far, we’ve discussed college readiness in relation to the shifts and the
standards. Coming next, we’ll discuss the course of study and proficiency
profiles, which are heavily influenced by the shifts, standards and work of
Conley, including key cognitive strategies. Conley
- Share PD arc for the rest of ISL training and ISL training throughout the school
year
-
2 min
6
College Ready Bar 1/ALT
ADDITIONAL NOTES/REFERENCE:
7
College Ready Bar 1/ALT
Internalization & School Use Guide
Purpose & Context of this Session: explain the overall goals of this session and how it fits into the larger
flow of learning for the summer/year in this area
Facilitator Prep: Each facilitator should take the necessary steps to ensure s/he understands the
session and is able to deliver the session with clarity, accuracy and confidence. The preparation steps
below are recommendations (general and specific to the session where applicable) and recognize that we
all have our own mechanisms for preparing sessions. Ultimately, our goal with this basic guide is to assist
facilitators in internalizing the session.
All Sessions:
1) Read the session in its entirety and preview the powerpoint to get a feel for the flow of the session.
2) Closely read the aims and annotate the session plan for they key moments where the session most
leads to these key aims.
3) Consider the potential misunderstandings and note where you might pre-empt those.
4) Read through the session, looking specifically to group directions, participant practice and
directions. Visualize how these directions would go to ensure clarity and flow.
5) Script and assign times to your personalized session plan.
6) Practice.
Notes for this specific session:
Based on the specific session or subject, list the specific preparation steps. For example:
1) Read the relevant text
2) Read the relevant unit
3) Read the TBK, background knowledge
4) Read this article for context.
8