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In the afternoon, participants examine the Coherence Shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

This first morning is focused on "Focus." Participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. In the afternoon, participants examine the "Coherence" shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Instructional videos provide opportunities to observe and scenarios to coach the focus and coherence shifts and standards-aligned instruction.

Handout: Focus and Coherence in Math K-5
Handout: Facilitator Resource K-5
Reading: "Equity Literacy for All" By Paul C. Gorski and Katy Swalwell
Presentation: Focus in Grades K-5
Handout: Focus and Coherence in Math 6-8
Handout: Facilitator Resource 6-8
Equity Literacy for All
Presentation: Focus in Grades 6-8
Handout: Focus and Coherence in Math 9-12
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Reading: "Equity Literacy for All" By Paul C. Gorski and Katy Swalwell
Presentation: Focus in High School

The first session, Rigor in grades K-5, begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor. In the afternoon, participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices. In the next session, Adapting for Equity in Grades K-5, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-based support is occurring for students with unfinished learning.

This session begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor.

MATLAB Answers

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Mr M. (view profile)

How to create an optional input parameter with special name?

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Martin Krajda (view profile)

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I would like to use an optional input parameter. As far as I know, the standard solution is:

however this is very ugly, because param1 and param2 can be named practically, but varargin is a system defined name. I understand, that in case of variable number of optional arguments this is not important, but for only one possible optional argument it would be practical to use a freely defined name. It is possible to solve this syntax problem somehow?

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Geoff Hayes (view profile)

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https://se.mathworks.com/matlabcentral/answers/164496-how-to-create-an-optional-input-parameter-with-special-name#answer_160453

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Geoff Hayes (view profile)

Why not just call your optional third parameter as and then check to see if it has been passed in or not? If the latter then you could initialize it to some default value. Something like

The above code checks to see if the third input exists or not. If not, then it is created and assigned a default value. The user can call your function as

or as

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Stephen Cobeldick (view profile)

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