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Summer 2016 Standards Institute

July 11 - 15, 2016 / Fort Lauderdale, FL

This summer, join educators from across the country for an intensive and transformative learning experience designed to improve, develop and sustain instructional excellence. Come with a team from your school, district or network and study how the standards, content and systems can improve the performance of struggling students.

Please download our flyer and watch a short video about last summer's Institute to learn more!

July Standards Institute

 

PATHWAYS

Teachers, Coaches, Specialists

ELA: Curriculum & Instruction

Math: Curriculum & Instruction

Principals, Administrators, Superintendents

Leadership: Leadership, Systems & Structures, and Curriculum & Instruction

 

Mathematics Pathway (schedule)

Understanding the Mathematical Standards and their Shifts.

Study the mathematical shifts of focus, coherence and rigor through the examination of standards-aligned tasks and activities to better understand the structure of the standards as well as their language and meaning. Gain a deeper understanding of prioritized content and analyze the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine conceptual understanding, procedural skill and fluency, and their application, and explore why rigor is critical within the context of instruction, curriculum, and student work. Examine how the shifts impact the practice of teachers and coaches.

Instructional Practice.

Come to understand how students engage with the math content and practice standards and describe the connections between them. Study the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, using the perspective of the shifts and mathematical practices to better understand how the IPG can drive effective instruction. Examine the implications for role-specific practice including understanding content, lesson planning and implementation and reflection.

Deepening Content Knowledge.

Deepen understanding of grade-level content through the exmination of curriculum maps and materials from the EngageNY curriculum. Learn how the instructional shifts are embodied within a high level curriculum map and assessment materials. Learn ways to make effective adaptations for students who are below grade level and for English Language Learners (ELLs); practice designing adaptations using the EngageNY curriculum and annotating lessons according to the IPG.  

ELA Pathway (schedule)

Establishing a Solid Foundation for Instruction.

Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environment that engages them to build fluency, knowledge, vocabulary and comprehension in the classroom.

Instructional Planning, Delivery & Reflection. 

Through collaborative video study and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom.

Complex Text and Higher Standards.

Practice determining text complexity to ensure student access to grade-level complex text. Develop targeted text dependent questions that support and scaffold reading experiences for struggling students. Distinguish between close reading and a volume of reading, and understand the roles of each in and out of the classroom. Through a study of argument writing at the secondary level, learn how to engage students in writing for understanding and support their claims with text-based evidence. Learn how to work non-evaluative formative assessment into planning and instruction to achieve stronger student outcomes.

Leadership Pathway (schedule)

Building High Standards Success and Leading Instructional Practice.

Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting; matching instructional strategies appropriately; and developing teachers’ capacity to plan and deliver standards-aligned curriculum.

Instructional Leadership.

Participate in a cycle of learning to deepen understanding of what the standards look like - and don’t look like - in practice. Spend significant time on content-specific work to better understand what to look and listen for in classrooms and how to change practice through evidence.

Development Through Observation and Feedback.

Using instructional video, unpack what teachers need to know and be able to do to design and lead a standards-aligned classroom. Discuss how to provide feedback to teachers in order to move practice.

Systems and Structures.

Identify the systems and structures that are essential for sound decision-making and successful implementation of standards-aligned curriculum and instruction.  Address planning and making choices based on student needs, including strategies for closing gaps in knowledge or skill.

 

General Information

To access electronic content during the Institute, please bring the device of your choice - we recommend either a laptop or tablet computer. A smartphone will also work, although is less preferable. If it is not possible for you to bring a device, please let us know by emailing us at support@standardsinstitutes.org.

Please dress casually and comfortably. The meeting spaces may be cool or hot at times; we suggest you dress in layers to ensure you are comfortable.

Free Common Core Standards App

Prior to the Standards Institute, download the free Common Core Standards app by MasteryConnect. This app is available on the Apple App Store, Google Play, the Windows Store, and the Amazon AppStore. We know that many states use the Common Core Standards and others have adapted them. We will primarily use the Common Core MasteryConnect app for a shared experience, however, note that MasteryConnect has an app for all State Standards available here.

Knowledge Survey Pre-Test

To help us gather information about the impact of Institute on your learning, you will be asked to complete a 10-minute confidential survey about your current knowledge of the learning objectives by Wednesday, 6/29. You will receive the survey link through a separate email from research@standardsinstitutes.org.  We do not expect that you will know the answers to all the questions right now. On Day 4 of Institute, you will be asked the same questions again to see how your knowledge has changed. At that time, you will be able to see the correct answer to each question. All results will only be shared in the aggregate and you will never be identified individually. Thank you so much for your time!

ELA Pathway

PK-3 Pathway

(1) Bring a text that you would like to build a several-day read-aloud project around, ideally non-fiction and aligned with topics you currently address in your classroom. The text should be above your students' reading abilities.

(2) Read the following texts and and annotate looking for places where the text provokes ideas or questions:

4-8 Pathway

(1) Read and annotate the following  texts, looking for places where the text provokes ideas and/or questions:

9-12 Pathway

(1) Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast. 

Math Pathway

(1) (Required) You’ll need two artifacts from your practice to study during the training. Please bring with you one lesson plan and one curriculum map (scope and sequence) that you have used this year or will be using next year. These items are required even if you do not work in a school building; they can be but do not need to be teacher created, and may come from a commercial curriculum or textbook. We will ask you to engage with these several times throughout the week.

  • The lesson plan should be one day of instruction and include details like problems/exercises and recommended teacher instructions and/or dialogue.
  • The curriculum map should describe what topics and/or standards are taught and when throughout the school year. A district pacing guide is also acceptable.

(2) (Required) Please download the EngageNY module(s) listed below as you will use them during the week, depending on the grade for which you’ve registered. We will not provide printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form. These are available here.

See below for details about which grades/courses are studying which modules:

  • All grades and courses: Download Module 1.
  • For Grade 2 and Grade 8, please also download Module 2.  

(4) (Optional) Please download and read through the Mathematics Instructional Practice Guide from Student Achievement Partners:

Leadership Pathway

Math Leadership Sessions

Please download the EngageNY module(s) listed below that you will study during the week, depending on the grade for which you’ve registered. We will not provide printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.

For Grades K-5 sessions, please download:

For the Grades 6-8 sessions, please download:

For the High School sessions, please download:

ELA Leadership Sessions

Read and annotate for both of these texts, looking for places where the text provokes ideas and/or questions:

(1) “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts” by Marilyn Adams 

(2) “Both and’ Literacy Instruction K-5: A proposed Paradigm Shift for the Common Core State Standards ELA CLassroom” by Meredith and David Liben 

6-8 and high school leaders should also read the text listed below for their sessions:

Grades 6-8:  “Commonwealth Club Address” by Cesar Chavez

Grades 9-12:  “The Souls of Black Folk” by W.E.B. Du Bois

ELA Pathway (schedule)

Establishing a Solid Foundation for Instruction

Examine the relationship betweenthe standards, shifts, and instruction to better understand how a strong scope and sequence canmove students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environmentthat engages them to build fluency, knowledge, vocabulary and comprehensionin the classroom.

Instructional Planning, Delivery & Reflection

Through collaborative video study and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom.

Complex Text and Higher Standards

Practice determining text complexity to ensure student access to grade-level complex text. Develop targeted text dependent questions that supportand scaffold reading experiences for struggling students. Distinguish between closereading and a volume of reading, and understand the roles of each in and out of the classroom. Through a study of argument writing at thesecondary level, learn how to engage students in writing for understanding and support their claims with text- based evidence. Learn how to work non-evaluative formative assessment into planning and instruction to achieve stronger student outcomes.

P-5

Monday's sessions draw from the research-base behind the instructional shifts and standards for grades P-5. Participants observe instructional video to gain a deeper understanding of what focus and coherence do and do not look like in the classroom.

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FOUNDATIONS: Framing Comprehensive ELA Program

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom.

Materials

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards (continued)

Participants continue exploration of the shifts and standards with video exemplars, a focus on nonfiction, and using evidence when speaking and writing about text.

Please see above for presentation and materials

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6-12

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 6-12. Participants observe instructional video and engage with text to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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FOUNDATIONS: Framing Comprehensive ELA Program

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the secondary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in calibrated setting.

Materials

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards (continued)

Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims and nonfiction.

Please see above for presentation and materials

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P-3

Session 1 and Session 2 provide participants with the opportunity to explore how systematic phonics instruction and intentional fluency building activities can support early readers. Participants will closely review student readers and phonics programs to facilitate discussion of features that support aligned K-2 ELA instruction.

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Phonics and Fluency

In this course, participants work with David Liben to explore why systematic phonics is key to reading success, how current programs address this need, and how participants can use four supporting programs to ensure all students have access to phonics in early grades.

Materials

Phonics and Fluency (continued)

Participants, guided by Dr. David Paige (Bellarmine University), explore the vital skill of developing fluency through automatic decoding and building word recognition in earliest grades, with attention to specific fluency building ORAL activities beginning in grades 2-3.

Materials

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4-5

Participants explore how supporting all students engagement with complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

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Fluency and Complex Text

Beginning with a Keynote of support fluency with struggling readers by Dr. David Paige (Bellarmine University), participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text.

Materials

Fluency and Complex Text (continued)

Participants explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using “The Birth of the Haudenosaunee” from the Expeditionary Learning Module 1 Unit 1 Grade 4: “Becoming a Close Reader and Writing to Learn: Oral Tradition, Symbolism, Building Community.”

Please see above for presentation and materials

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6-8

Participants explore how supporting all students in accessing complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

Show More

Fluency and Complex Text

Beginning with a Keynote of support fluency with struggling readers by Dr. David Paige (Bellarmine University), participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text.

Materials

Fluency and Complex Text (continued)

Participants explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using “California Commonwealth Club Address” (Cesar Chavez) from Odell Education Core Proficiencies Unit Making Evidence-Based Claims with an OE Unit, which is embedded in Grade 7 Module 2A of Expeditionary Learning’s Curriculum.

Please see above for presentation and materials

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9-12

This session provides participants with the opportunity to explore the confluence of the Reading and Language standards to ensure that students can access grade level complex text in the classroom through work at the sentence level, work with vocabulary, and examination of how aligned curriculum can be scaffolded to include these supports.

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Fluency and Complex Text

Participants begin with a keynote addressing the support of disfluent students at the secondary level provided by Dr. David Paige (Bellarmine University), and explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text.

Materials

Fluency and Complex Text (Continued)

Participants examine the planning and instructional implications of Dr. Paige’s keynote and morning work for accessing complex text using Odell Education Core Proficiencies Unit 1 and “The Short Happy Life of Francis Macomber” in Grade 9.

Please see above for presentation and materials

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P-3

Participants explore how supporting all student engagement with complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

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Complex Text and Juicy Sentences

Participants explore the process for close reading complex text, including capturing the gist and important details through text dependent questions, and how a planning sequence that includes masterful, close, and independent reading supports struggling students in accessing complex text.

Materials

Complex Text and Juicy Sentences (continued)

Participants use work with Juicy Sentences to understand the role of syntax in complex text and explore how CCSS aligned resources can be scaffolded to make complex texts accessible to struggling students using “Nasreen’s Secret School” from EL Grade 3 Curriculum Module 1.

Please see above for presentation and materials

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4-5

Participants study how to rapidly build student knowledge and vocabulary on a topic, apply their understanding to practice, and design a learning experience that builds student knowledge around texts.

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Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text

Following a keynote by David Abel, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Materials

Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text (continued)

Participants apply their understanding from morning work to practice and then design a learning experience that builds student knowledge around central texts in OER and participants' curriculums.

Please see above for presentation and materials

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6-8

Participants learn how to rapidly build student knowledge and vocabulary on a topic, practice this process, and design a learning experience that builds student knowledge through texts.

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Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text

Following a keynote by David Abel, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Materials

Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text (continued)

Participants apply their understanding from morning work to practice and then design a learning experience that builds student knowledge around central texts in OER and participants' curriculums.

Please see above for presentation and materials

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9-12

Using Odell Evidence-Based Claims Units, participants unpack the informational density of complex text and scaffold learning through studying and developing a series of text dependent questions.

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Developing a Sequence of TDQs

Participants apply their knowledge from David Abel's keynote to developing sequences of text dependent questions around "The Short Happy Life of Francis Macomber" to support struggling students as they access the text in the Odell Unit.

Materials

Developing a Sequence of TDQs (continued)

Participants apply their learning around the composition of the Odell Unit and text dependent questions that scaffold understanding for struggling readers to OER texts and participants' curriculums.

Please see above for presentation and materials

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P-3

These sessions introduce participants to how the Read-Aloud Project builds knowledge and vocabulary using a text that students can access for a variety of purposes, and engages participants in the creation of a mini standards-based unit around a complex read-aloud text to use with students in the classroom.

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The Read Aloud Project: Introduction and Planning with the End in Mind

Participants analyze text to choose an appropriately engaging and complex text around which to build a multi-day read-aloud course of study and engage in backward design to plan for multiple reads that culminates with an appropriate assessment.

Materials

The Read Aloud Project: Developmentally Appropriate Rigor

Planning Questions and Activities to Support All Students: Participants use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.

Please see above for presentation and materials

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4-5

Using the Craft and Structure Standards, participants deep dive into what “reading like writers” looks like and apply it to lesson design with a focus on targeted and scaffolded text-dependent questions.

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Attending to Craft and Structure: attending to language

Participants examine how the craft and structure standards demand that students "read like writers," and analyze how they support attention to the language of texts.

Materials

Attending to Craft and Structure: attending to language (continued)

Participants use their understanding of language in craft and structure to apply it in lesson design, paying particular attention to how to use them in instruction through appropriate text-dependent questions, and developing their own using OER or their own texts.

Please see above for presentation and materials

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6-8

Participants deep dive into what “reading like writers” looks like and apply it to lesson design with a focus on scaffolded text-dependent questions based on Craft and Structure Standards.

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Attending to Craft and Structure: attending to language

Participants examine how the craft and structure standards demand that students "read like writers," and analyze how they support attention to the language of texts.

Materials

Attending to Craft and Structure: attending to language (continued)

Participants use their understanding of language in craft and structure to apply it in lesson design, paying particular attention to how to use them in instruction through appropriate text-dependent questions, and developing their own using OER or their own texts.

Please see above for presentation and materials

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9-12

These sessions introduce a standards-aligned process for using complex texts to teach argumentation in the ELA classroom, and engage participants as teachers and learners in a scaffolded unit of study to evaluate arguments and develop perspectives using methods and tools designed to support students as they prepare for demands of college and career.

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Teaching CCSS Argumentation

Participants are introduced to argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards, then learn how to use tools that facilitate student acquisition of conceptual knowledge.

Materials

Teaching CCSS Argumentation (continued)

Analyzing Arguments on a Topic:

Participants use seminal arguments to help understand argumentation, perspective, and the topic. They then use multiple perspectives to understand topic and position complexity, and delineate an argument

Evaluating Arguments and Developing a Position:

Participants use their analysis to evaluate arguments, then review and synthesize their analysis to form their own position on a topic. Finally, they reflect on how argumentation helps develop topic knowledge and literacy proficiency.

Please see above for presentation and materials

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P-3

Following completion of the Read-Aloud Project plans, participants will focus on how early elementary students can engage in a rigorous and scaffolded research process using Research Packs aligned with the National Science Standards and the CCSS.

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RAP: Creating and Sharing a Read Aloud Lesson Sequence

Participants work in teams to populate their RAP templates with text dependent questions and activities.

Materials

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4-5

Participants engage in study of how a high-quality curriculum marries the elements of design they have studied, through attention to complex texts, text-dependent questions, purposely scaffolded sets of texts, close reading lessons grounded in the standards, and writing from sources.

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Bringing it all Together in a Comprehensive Curriculum

Participants learn how a high-quality curriculum marries all of the elements of design they have studied over the past several days through attention to complex texts, text-dependent questions, sets of texts that build knowledge and fluency, close reading lessons grounded in the standards and writing from sources, etc.

Materials

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6-8

Participants study the how marriage of the curriculum design elements addressed throughout the week contribute to a high-quality curriculum that focuses on complex texts, text-dependent questions, purposely scaffolded sets of texts, close reading lessons grounded in the standards, and writing from sources.

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Bringing it all Together in a Comprehensive Curriculum

Participants learn how a high-quality curriculum marries all of the elements of design they have studied over the past several days through attention to complex texts, text-dependent questions, sets of texts that build knowledge and fluency, close reading lessons grounded in the standards and writing from sources, etc.

Materials

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9-12

(Continued from Day 4) These sessions introduce a standards-aligned process for using complex texts to teach argumentation in the ELA classroom, and engage participants as teachers and learners in a scaffolded unit of study to evaluate arguments and develop perspectives using methods and tools designed to support students as they prepare for demands of college and career.

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Building an Evidence Based Argument

Participants use their work from the previous day to develop their own argument, as well as continue to study the programmatic features that move students toward the ability to develop and present an informed, comprehensive argument.

Please see Day 4 sessions for presentation and materials

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Mathematics Pathway (schedule)

Understanding the Mathematical Standards and Shifts

Study the mathematical shifts of focus, coherence and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, and student work. Also examine how the shifts impact the practice of teachers and coaches.

Instructional Practice

Come to understand how students will engage with the math content standards and the math practice standards and describe the connections between them. Study the Instructional Practice Guide (IPG), a freely available tool from Student Achievement Partners, using the lens of the shifts to understand how it can drive effective instruction. Explain the implications for role-specific practice including understanding content, lesson planning and implementation, and reflection.

Deepening Content Knowledge

Deepen understanding of grade level content by examining curriculum maps and materials for the EngageNY curriculum. Come to see how the instructional shifts are embodied in a high level curriculum map and module assessment materials. In looking at curriculum, learn about ways of making adaptations for students that are below grade level as well as English Language Learners and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.

K-­2

These sessions focus on the instructional shifts of focus and coherence including an exploration of priority content, an examination of the connections between standards within a grade, and application of these understandings through analysis of a scope and sequence.

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Focus in Grades K­-2

This session introduces participants to the structure of the Standards and deepens their understanding of the “Focus” shift. Participants will learn to identify major, supporting, and additional standards in their respective grades, and will identify the “themes” of the major work within this grade band.

Materials

Focus and Within­-Grade Coherence in Grades K­-2

This session begins with a deep dive into major work using carefully selected mathematical tasks. Then participants explore of the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-grade coherence.

Please see above for presentation and materials

Materials

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3-5

These sessions focus on the instructional shifts of focus and coherence including an exploration of priority content, an examination of the connections between standards within a grade, and application of these understandings through analysis of a scope and sequence.

Show More

Focus in Grades 3-5

This session introduces participants to the structure of the Standards and deepens their understanding of the “Focus” shift. Participants will learn to identify major, supporting, and additional standards in their respective grades, and will identify the “themes” of the major work within this grade band.

Materials

Focus and Within-Grade Coherence in Grades 3-5

This session begins with a deep dive into major work using carefully selected mathematical tasks. Then participants explore of the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-grade coherence.

Please see above for presentation and materials

Materials

Show Less

6-8

These sessions focus on the instructional shifts of focus and coherence including an exploration of priority content, an examination of the connections between standards within a grade, and application of these understandings through analysis of a scope and sequence.

Show More

Focus in Grades 6-8

This session introduces participants to the structure of the Standards and deepens their understanding of the “Focus” shift. Participants will learn to identify major, supporting, and additional standards in their respective grades, and will identify the “themes” of the major work within this grade band.

Materials

Focus and Within-Grade Coherence in Grades 6-8

This session begins with a deep dive into major work using carefully selected mathematical tasks. Then participants explore of the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-grade coherence.

Please see above for presentation and materials

Materials

Show Less

9-12

These sessions focus on the instructional shifts of focus and coherence including an exploration of priority content, an examination of the connections between standards within a grade, and application of these understandings through analysis of a scope and sequence.

Show More

Focus in High School

This session introduces participants to the structure of the Standards and deepens their understanding of the “Focus” shift. Participants will learn to identify major, supporting, and additional standards in their respective grades, and will identify the “themes” of the major work within this grade band.

Materials

Focus and Within-Grade Coherence in High School

This session begins with a deep dive into major work using carefully selected mathematical tasks. Then participants explore of the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-course coherence.

Please see above for presentation and materials

Materials

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K-2

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in Grades K-2

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction.

Materials

Rigor and the Mathematical Practices in Grades K-2

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation and materials

Materials

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3-5

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in Grades 3-5

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction.

Materials

Rigor and the Mathematical Practices in Grades 3-5

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation and materials

Materials

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6-8

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

Show More

Rigor in Grades 6-8

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction.

Materials

Rigor and the Mathematical Practices in Grades 6-8

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation and materials

Materials

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9-12

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in High School

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction.

Materials

Rigor and the Mathematical Practices in High School

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation and materials

Materials

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K-2

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades K-2

This session furthers participants understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to help students with “unfinished learning” from prior grades access content at their grade level.

Materials

Instructional Practices in Grades K-2

Participants adapt a lesson for students with unfinished learning using an understanding of prerequisite standards. They also use the Instructional Practice Guide (IPG) to plan a lesson while attending to the IPG’s Core Actions, including those that “allow all students to learn the content of the lesson.”

Please see above for presentation and materials

Materials

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3-5

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades 3-5

This session furthers participants understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to help students with “unfinished learning” from prior grades access content at their grade level.

Materials

Instructional Practices in Grades 3-5

Participants adapt a lesson for students with unfinished learning using an understanding of prerequisite standards. They also use the Instructional Practice Guide (IPG) to plan a lesson while attending to the IPG’s Core Actions, including those that “allow all students to learn the content of the lesson.”

Please see above for presentation and materials

Materials

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6-8

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades 6-8

This session furthers participants understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to help students with “unfinished learning” from prior grades access content at their grade level.

Materials

Instructional Practices in Grades 6-8

Participants adapt a lesson for students with unfinished learning using an understanding of prerequisite standards. They also use the Instructional Practice Guide (IPG) to plan a lesson while attending to the IPG’s Core Actions, including those that “allow all students to learn the content of the lesson.”

Please see above for presentation and materials

Materials

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9-12

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in High School

This session furthers participants understanding of the “Coherence” shift by investigating the notion of across-course coherence. Participants will explore the connections between standards across courses in this band, and plan a sequence of instruction to help students with “unfinished learning” from prior grades access content in their course.

Materials

Instructional Practices in High School

Participants adapt a lesson for students with unfinished learning using an understanding of prerequisite standards. They also use the Instructional Practice Guide (IPG) to plan a lesson while attending to the IPG’s Core Actions, including those that “allow all students to learn the content of the lesson.”

Please see above for presentation and materials

Materials

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K-1

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grades K-1.

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Adapting the Grades K-1 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grades K-1

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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2

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 2.

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Adapting the Grade 2 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Presentation will be posted day of session

Materials

Intro to Module 1 in Grade 2

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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3

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 3.

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Adapting the Grade 3 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 3

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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4

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 4.

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Adapting the Grade 4 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 4

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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5

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 5.

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Adapting the Grade 5 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 5

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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6

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 6.

Show More

Adapting the Grade 6 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 6

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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7

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 7.

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Adapting the Grade 7 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 7

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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8

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 8.

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Adapting the Grade 8 Curriculum Map

Participants study the EngageNY curriculum map for this grade, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 8

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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Algebra I

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 1.

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Adapting the Algebra I Curriculum Map

Participants study the EngageNY curriculum map for this course, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Algebra I

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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Geometry

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Geometry.

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Adapting the Geometry Curriculum Map

Participants study the EngageNY curriculum map for this course, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Geometry

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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Algebra II

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 2.

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Adapting the Algebra II Curriculum Map

Participants study the EngageNY curriculum map for this course, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Algebra II

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation and materials

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K-1

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grades K-1.

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Adapting and Teaching Lessons, Grades K-1

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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2

This session addresses understanding, adapting, and implementing Modules 1 and 2 of the EngageNY curriculum modules for grade 2.

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Adapting and Teaching Lessons, Grade 2

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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3

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 3.

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Adapting and Teaching Lessons, Grade 3

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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4

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 4.

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Adapting and Teaching Lessons, Grade 4

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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5

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 5.

Show More

Adapting and Teaching Lessons, Grade 5

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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6

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 6.

Show More

Adapting and Teaching Lessons, Grade 6

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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7

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for grade 7.

Show More

Adapting and Teaching Lessons, Grade 7

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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8

This session address understanding, adapting, and implementing Modules 1 and 2 of the EngageNY curriculum modules for grade 8.

Show More

Adapting and Teaching Lessons, Grade 8

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

Show Less

Algebra I

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 1.

Show More

Adapting and Teaching Lessons, Algebra I

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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Geometry

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Geometry.

Show More

Adapting and Teaching Lessons, Geometry

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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Algebra II

This session addresses understanding, adapting, and implementing Module 1 of the EngageNY curriculum modules for Algebra 2.

Show More

Adapting and Teaching Lessons, Algebra II

This session continues study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see Day 4 sessions for presentation and materials

Materials

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Leadership Pathway (schedule)

Building High Standards Success and Leading Instructional Practice.

Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting; matching instructional strategies appropriately; and developing teachers’ capacity to plan and deliver standards-aligned curriculum.

Instructional Leadership.

Participate in a cycle of learning to deepen understanding of what the standards look like - and don’t look like -in practice. Spend significant time on content-specific work to better understand what to look and listen for in classrooms and how to change practice through evidence.

Development Through Observation and Feedback.

Using instructional video, unpack what teachers need to know and be able to do to design and lead a standards-aligned classroom. Discuss how to provide feedback to teachers in order to move practice.

Systems and Structures.

Identify the systems and structures that are essential for sound decisionmaking and successful implementation of standards-aligned curriculum and instruction. Address planning and making choices based on student needs, including strategies for closing gaps in knowledge or skill.

K-5 (Math)

The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in grades K-5. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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Focus in Grades K-5

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing the Focus Shift and standards-aligned instruction. This session continues after lunch.

Materials

Coherence in Grades K-5

Continuing the morning session, participants use classroom video to practice observing and coaching teacher development of the Focus Shift and standards-aligned instruction.

In the second half of 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 instructional video provides opportunities to observe and scenarios to coach the Coherence Shift and standards-aligned instruction.

Materials

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6-8 (Math)

The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in grades 6-8. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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Focus in Grades 6-8

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing the Focus Shift and standards-aligned instruction. This session continues after lunch.

Materials

Coherence in Grades 6-8

Continuing the morning session, participants use classroom video to practice observing and coaching teacher development of the Focus Shift and standards-aligned instruction.

In the second half of 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 instructional video provides opportunities to observe and scenarios to coach the Coherence Shift and standards-aligned instruction.

Materials

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9-12 (Math)

The learning in these sessions is grounded in the research-base behind the instructional shifts and standards in high school. As a core learning activity, participants observe instructional video to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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Focus in High School

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing the Focus Shift and standards-aligned instruction. This session continues after lunch.

Materials

Coherence in High School

Continuing the morning session, participants use classroom video to practice observing and coaching teacher development of the Focus Shift and standards-aligned instruction.

In the second half of 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 instructional video provides opportunities to observe and scenarios to coach the Coherence Shift and standards-aligned instruction.

Materials

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K-5 (Math)

Beginning with a deeper dive into what rigor looks like in the elementary school mathematics classroom, school leaders then practice observing and unpacking instructional video as a core learning activity. Participants end the day adapting high school curriculum to meet the needs of struggling students.

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Rigor in Grades K-5

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. In addition, participants evaluate standards and tasks for aspects of Rigor. Last, leaders will practice observing and coaching the Rigor Shift and standards-aligned instruction using a classroom video.

Materials

Observing and Coaching the Standards and Shifts in Grades K-5

This session builds off of the content of the previous sessions. Participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and all three shifts: Focus, Coherence and Rigor.

Materials

Adaptations for Struggling Learners in Grades K-5

In this session, 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 struggling learners.

Materials

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6-8 (Math)

Beginning with a deeper dive into what rigor looks like in the middle school mathematics classroom, school leaders then practice observing and unpacking instructional video as a core learning activity. Participants end the day adapting high school curriculum to meet the needs of struggling students.

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Rigor in Grades 6-8

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. In addition, participants evaluate standards and tasks for aspects of Rigor. Last, leaders will practice observing and coaching the Rigor Shift and standards-aligned instruction using a classroom video.

Materials

Observing and Coaching the Standards and Shifts in Grades 6-8

This session builds off of the content of the previous sessions. Participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and all three shifts: Focus, Coherence and Rigor.

Materials

Adaptations for Struggling Learners in Grades 6-8

In this session, 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 struggling learners.

Materials

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9-12 (Math)

Beginning with a deeper dive into what rigor looks like in the high school mathematics classroom, school leaders then practice observing and unpacking instructional video as a core learning activity. Participants end the day adapting high school curriculum to meet the needs of struggling students.

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Rigor in High School

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. In addition, participants evaluate standards and tasks for aspects of Rigor. Last, leaders will practice observing and coaching the Rigor Shift and standards-aligned instruction using a classroom video.

Materials

Observing and Coaching the Standards and Shifts in High School

This session builds off of the content of the previous sessions. Participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and all three shifts: Focus, Coherence and Rigor.

Materials

Adaptations for Struggling Learners in High School

In this session, 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 struggling learners.

Materials

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K-5 (ELA)

Beginning with the research-based foundation behind the instructional shifts and standards, these sessions help participants attain an understanding as to what they look like in the classroom through a close look at a comprehensive literacy program and observation of instructional video.

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The Foundation in K-5

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom.

Materials

Components of a Comprehensive Literacy Program

Participants learn the key elements of an early literacy program, with specific focus on foundational skills standards and the process (and remediation) of learning to read. Participants analyze their current programs, systems and structures for strengths and weaknesses in each of the components.

Materials

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6-8 (ELA)

Beginning with the research-based foundation behind the instructional shifts and standards, these sessions move participants to a deeper understanding of what they look like in the classroom through a close look at text complexity and observation of instructional video.

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The Foundation in 6-8

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video participants practice identifying what strong instruction looks like in the middle school classroom.

Materials

Text Complexity

Participants learn the relationship between reading and text complexity, define the components of text complexity, and analyze texts to determine complexity in calibrated setting, as well as how to scaffold struggling learners so that they can access that complexity in the classroom.

Materials

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9-12 (ELA)

Beginning with the research-based foundation behind the instructional shifts and standards, these sessions move participants to a deeper understanding of what they look like in the classroom through a close look at text complexity and observation of instructional video.

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The Foundation in High School

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video participants practice identifying what strong instruction looks like in high school.

Materials

Text Complexity

Participants learn the relationship between reading and text complexity, define the components of text complexity, and analyze texts to determine complexity in calibrated setting, as well as how to scaffold struggling learners so that they can access that complexity in the classroom.

Materials

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K-5 (ELA)

Following an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Unpacking instructional video continues as a core learning activity in these sessions.

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Building Knowledge & Vocabulary in K-5

In this session participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to teaching texts and evidence-based claims, and develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support knowledge- and vocabulary-building in teacher practice.

Materials

The Juicy Language of Text in K-5

Participants learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support struggling learners. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

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6-8 (ELA)

Opening with an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Unpacking instructional video continues as a core learning activity in these sessions.

Show More

Building Knowledge and Vocabulary in 6-8

In this session participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to teaching texts and evidence-based claims, and develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support knowledge- and vocabulary-building in teacher practice.

Materials

The Juicy Language of Text in 6-8

Participants learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support struggling learners. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

Show Less

9-12 (ELA)

Following an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Unpacking instructional video continues as a core learning activity in these sessions.

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Building Knowledge & Vocabulary in HS

In this session participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to teaching texts and evidence-based claims, and develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support knowledge- and vocabulary-building in teacher practice.

Materials

The Juicy Language of Text in High School

Participants learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support struggling learners. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

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K-5

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an ideal literacy program for struggling students.

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Organizational Systems and Structures in K-5

Participants use key Guskey Level 3 questions to assess whether systems and structures provide the appropriate level of organizational support and to identify changes they need to make back home.

Materials

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6-8

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an ideal literacy program for struggling students.

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Organizational Systems and Structures in 6-8

Participants use key Guskey Level 3 questions to assess whether systems and structures provide the appropriate level of organizational support and to identify changes they need to make back home.

Materials

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9-12

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an ideal literacy program for struggling students.

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Organizational Systems and Structures in High School

Participants use key Guskey Level 3 questions to assess whether systems and structures provide the appropriate level of organizational support and to identify changes they need to make back home.

Materials

Show Less