Page Title
Summer 2017 Standards Institute

June 26-30, 2017 / Orlando, FL / Hilton Bonnet Creek

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.

We now offer the next series of learning sessions to deepen understanding of instructional excellence and effective implementation for returning participants. To attend these sessions, you must have attended a prior Institute.

Please watch a short video about the Summer 2015 Institute to learn more!

This is UnboundEd

Pathways for First-Time Attendees

Teachers, Coaches, and Specialists

ELA I: Curriculum & Instruction

Math I: Curriculum & Instruction

Principals, Administrators, Principal Supervisors

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

 

Pathways for Returning Attendees

Teachers, Coaches, and Specialists

ELA II: English Language Learners, Writing and Research, Text Sets & Practicum

Math II: English Language Learners, Practicum, and Electives

Principals, Administrators, Principal Supervisors

Leadership II: English Language Learners, Writing, Aligning Standards & Student Tasks, Electives

 

Building a Strong Community, Together  

Follow us on Twitter and Facebook and let us know who you are. What do you teach? Where do you lead? What has this past school year been like for you? What are you excited to learn at Standards Institute? Don’t forget to tag #standardsinstitute in all your comments!

Location

The Summer 2017 Standards Institute will be held at the Hilton Bonnet Creek 14100 Bonnet Creek Resort Lane Orlando, FL 32821

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.

Important notes

Please bring a laptop or tablet computer with you (fully charged) for each day.

You will use your device to access websites and documents during sessions each day.

Sessions start promptly at 8:30 am each morning.

Lunch and an afternoon snack are provided each day.

Pre-work

We have a full agenda planned and there are several things we are asking you to do to prepare for the week. Click here to access the pre-work.

Attire & Weather

The Standards Institute is business casual event. We recommend wearing layers as the session rooms can sometimes feel too cold or too warm. Bring an umbrella as rain showers are not expected but always possible.

Hotel Info

Hilton Bonnet Creek

14100 Bonnet Creek Resort Lane

Orlando, FL  32821

Reservations

The Hilton hotel block has sold out. Please find the nearby hotel info below.

 

Wyndham Grand Orlando Resort Bonnet Creek

Walt Disney World Resort, 14651 Chelonia Pkwy, Orlando, FL 32821

(407) 390-2300

Distance from Hilton Bonnet Creek: 3 minute walk

 

Wyndham Bonnet Creek Resort

Walt Disney World Resort, 9560 Via Encinas, Orlando, FL 32830

(407) 238-3500

Distance from Hilton Bonnet Creek: 15 minute walk or 2 minute taxi ride

 

Hilton Orlando Lake Buena Vista

Walt Disney World Resort, 1751 Hotel Plaza Blvd, Lake Buena Vista, FL 32830

(407) 827-4000

Distance from Hilton Bonnet Creek: 3.5 miles/10 minute taxi ride

Sunday, June 25

(Registration Desk Open 5:00 -7:00 pm)

Monday, June 26

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 5:00 - 5:45 pm

Tuesday, June 27

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Wednesday, June 28

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Thursday, June 29

(Registration Desk Open 7:00 am - 5:00 pm)

Keynote/ Sessions 8:30 am - 4:30 pm

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Friday, June 30

(Registration Desk Open 7:00 am - 2:30 pm)

Keynote/ Sessions 8:30 am - 2:30 pm

Lunch (provided) 12:00 - 1:00 pm

Dismissal 2:30 pm

Knowledge Survey Pre-Test 

All Pathways (Math, ELA and Leadership New & Returning Attendees)

To help us gather information about the impact of Institute on your learning, please complete a ~10-minute confidential survey about your current knowledge of the learning objectives by Sunday, June 6. You will receive the survey link through a separate email from noreply@qemailserver.com. 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!

Please add noreply@qemailserver.com to your address book to ensure that the pre-test does not end up in your junk folder.

If you do not receive the pre-test within 24 hours of this email, please email research@standardsinstitutes.org and we will send you one right away.

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Pre-Work

ELA I P-3 Participants

Materials to bring along and read before the Institute:

  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:

ELA I 4-8 Participants

Materials to bring along and prepare before the Institute:

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

ELA I 9-12 Participants

Materials to bring along and prepare before the Institute:

  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.
  2. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:

ELA II  K-5 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  3. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

ELA II 6-12 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following text, looking for places where standards are amplified: What Conversations Can Capture
  3. Dr. Shanahan’s blog on Literacy: The Instructional Level Concept Revisited: Teaching with Complex Text
  4. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  5. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

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Math I Participants

Materials to bring along and prepare before the Institute:

  1. (Required) You’ll need two artifacts from your practice to study during the training. Please bring one lesson plan and one curriculum map (scope and sequence) that you have used this year or will be using next year. You will use these several times throughout the week; these items are required even if you do not work in a school building. They do not need to be teacher created (but they can be); they may come from a commercial curriculum or textbook.
    • 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 be providing 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:
    • Grades K-2: Download Module 1.
    • For Grade 2, please also download Module 2.
    • Grades 3-4: Download Module 5.
    • Grade 5: Download Module 3.
    • Grades 6-7: Download Module 1.
    • Grade 8: Download Modules 5 and 6.
    • All High School courses: Download Module 1.
  3. (Optional) Please download and read through the Mathematics Instructional Practice Guide from Student Achievement Partners:

Math II Participants

Materials to bring along and prepare before the Institute:

  1. (Required) All returning math participants must bring a unit of instruction that they will be teaching/supporting/coaching during the 2016-17 school year. The unit must include:
    • A list of standards addressed in the unit
    • A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities)
    • End-of-unit assessment materials
    • The Math II sessions will have a content focus for each grade. The unit must be designed to address at least some of the clusters/topics named for each grade below:
      • Grade K K.OA.A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from).
      • Grade 1 1.OA.C (Add and subtract within 20).
      • Grade 2 2.OA.B (Add and subtract within 20).
      • Grade 3 3.OA.A (Represent and solve problems involving multiplication and division).
      • Grade 4 4.OA.A (Use the four operations with whole numbers to solve problems).
      • Grade 5 5.NBT.A (Write and interpret numerical expressions).
      • Grade 6 6.RP.A (Understand ratio concept and use ratio reasoning to solve problems).
      • Grade 7 7.RP.A (Analyze proportional relationship and use them to solve real-world and mathematical problems.)
      • Grade 8 8.G.A & 8.G.B (Understand congruence and similarity using physical models, transparencies, or geometry software & Understand and apply the Pythagorean Theorem).
      • Algebra 1 Linear Equations (A-CED.A; A-REI.A; A-REI.B; and A-REI.D)
      • Geometry Congruence (G-CO.A; G-CO.B; G-CO.C; and G-CO.D)
      • Algebra 2 Polynomial, Rational, and Radical Equations (A-APR.B; A-REI.A; A-REI.D; A-SSE.A; and N-RN.A)
  2. ​(Required) Please read through the UnboundEd Mathematics Guide that corresponds to your grade level.

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Leadership I K-5 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership I K-5 Math  (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  • Leadership I K-5 ELA (Days 3-5)

  1. Read the following texts and and annotate looking for places where the text provokes ideas or questions:

Leadership I 6-8 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership I 6-8 Math (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guide on our website:
  • Leadership I 6-8 ELA (Days 3-5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. 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.

Leadership I High School Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • 9-12 Math Leadership I Sessions (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guides on our website. We want you to familiarize yourself with these resources to bolster your understanding and prepare you for the high school math we will be doing during the session:
  • 9-12 ELA Leadership I Sessions (Days 3 - 5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. 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.

Leadership II K-5 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

  • Leadership II K-5 ELA  (Days 1 and 4)

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

Leadership II 6-8 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

“Equity Literacy for All” by Paul C. Gorski and Katy Swalwell

  • Leadership II 6-12 ELA (Days 1 and 4)

  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. 
  2. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Cost

The cost of the Summer 2017 Standards Institute is $2,125 per person (includes registration fee, lunch/ snack daily, and materials)

*Hotel, travel and other meals not included

Payment is due by June 1, 2017.

Please Note:

  • Each participant must register for themselves, as the system does not allow for group registrations.
  • Once registered, it is possible to invoice for a group of individual registrants.
  • To ensure you receive an accurate invoice that includes all staff from your school/district, please include the names of all registrants on your purchase order (PO).

Payment Options

1. Pay by Check

Please make checks payable to: "Unbounded Learning, Inc"

Please mail checks to:

Unbounded Learning, Inc

134 N. 4th St

Brooklyn, NY 11249

2. Pay by ACH. Email ar@unbounded.org for ACH information.

3. Issue a PO to ar@unbounded.org, specify invoice and payment preferences and we will invoice you for payment within 30 days of receipt.

If another party  is covering your cost of registration, please provide that information prior to June 1st, 2017 and send to ar@unbounded.org.  

 

Monday, June 26 

All Attendees

Time: 8:30 AM

Speaker: Kate Gerson. Presentation available here

Location: Hilton Bonnet Creek Floridian Ballroom, Salons DEF

Tuesday, June 27  

Math II & Leadership I & II 

Time: 8:30 AM

Speaker: Luis Lima. Presentation available here

Location: Waldorf Astoria Grand Ballroom 1

Thursday, June 29 

ELA I and Leaders I

Time: 8:30 AM

Speaker: Tim Shanahan. Presentation here

Location: Waldorf Astoria Grand Ballroom 1

Math I 

Time: 8:30 AM

Speaker: Andrew Chen. Presentation here  

Location: Waldorf Astoria Grand Ballroom 2

Math II, ELA II and Leaders II

Time: 8:30 AM

Speaker: Crystal Gonzales. Presentation here

Location: Hilton Bonnet Creek Floridian Ballroom, Salons J&K

Friday, June 30

All Attendees 

Time: 1:00 PM

Speakers: Kristen Ehlman and Lacey Robinson. Presentation available here

Location: Waldorf Astoria Grand Ballrooms 1 & 2

 

 

The Middle School Coaching Pilot

Supports a cohort of middle school math and ELA Content Coaches to become expert in the standards and build their instructional capacity and coaching skills to support instructional change among teachers. Content Coaches will be trained to deliver UnboundEd’s Standards Institute to teachers in their districts and engage in cycles of professional learning to strengthen their ability to observe classrooms and provide feedback to teachers. Content Coaches use instructional video and the Instructional Practice Guide (IPG), to study standards and shifts and how to drive effective instruction.

ELA Content Coaches

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. Through collaborative video study, use of the Instructional Practice Guide (IPG) 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. 

Math Content Coaches

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.

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 and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.

Monday, June 26 Materials

Tuesday, June 27 Materials

Wednesday, June 28 Materials

Thursday, June 29 Materials

Friday, June 30 Materials

Disrupting Inequity: Having Brave Conversations About Bias

A toolkit for facilitated conversations about race, bias and prejudice so we can listen, lead and teach towards equity.

Session 1: Introducing Bias

Session 2: Historical Perspective About Race in America

Session 3: How Does Bias Manifest in Our School?

ELA Pathway I

ELA I provides an interactive and learner-driven experience that focuses on how higher standards-aligned instruction manifests itself in both theory and practice. Using a variety of resources, participants will engage in examination and design of learning experiences that support students who struggle with reading.

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.

Pathway I

PreK - 3

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.

Show More

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

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

Materials

Show Less
Pathway I

4 - 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.

Show More

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

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

Materials

Show Less
Pathway I

6 - 8

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 6-8. 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.

Show More

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary 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 a calibrated setting. 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.

Materials

Show Less
Pathway I

9 - 12

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 9-12. 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.

Show More

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

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. Then, 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.

Materials

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Pathway I

PreK - 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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Early Literacy: Phonics and Fluency

In this course, participants will explore why systematic phonics is key to reading success, how current programs address phonics, and how existing programs can be adapted to strengthen their support of systematic phonics.

Materials

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Pathway I

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.

Show More

Fluency and Complex Text

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text. 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.”

Materials

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Pathway I

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

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text. 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.

Materials

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Pathway I

9 - 12

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

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text.
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.

Materials

Show Less
Pathway I

PreK - 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.

Show More

Complex Text and Fluency

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. 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.

Materials

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Pathway I

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 and Fluency Through a Volume of Texts

Participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity. Participants then 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.

Materials

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Pathway I

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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Session: Developing a Sequence of TDQs

Participants develop 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. Participants then 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.

Materials

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Pathway I

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

Participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity; (1-4) 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.

Materials

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Pathway I

PreK - 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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Building a Read Aloud Aligned to Standards

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. Participants then use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.

Materials

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Pathway I

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: Focus on 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. Participants then 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.

Materials

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Pathway I

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.

Show More

Attending to Craft and Structure: Focus on 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. Participants then 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.

Materials

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Pathway I

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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Analyzing Arguments on a Topic

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. Participants also 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. Participants then 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.

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Pathway I

PreK - 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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Building a Read Aloud Aligned to Standards

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. Participants then use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.

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Pathway I

4 - 5

These sessions teach participants to analyze the impact that knowledge makes on the quality of writing; in addition, participants will learn how a fully aligned curriculum integrates the all the elements from what the participants have learned this week.

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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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Pathway I

6 - 8

These sessions teach participants to analyze the impact that knowledge makes on the quality of writing; in addition, participants will learn how a fully aligned curriculum integrates the all the elements from what the participants have learned this week.

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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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Pathway I

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 evauate 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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Analyzing Arguments on a Topic

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. Participants also 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. Participants then 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.

Materials

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ELA Pathway II

ELA II provides a deep exploration of the interdependence between reading and writing; how that relationship transfers to instructional design and delivery; and its impact on both native English speakers and English language learners. Participants apply their learning to curriculum and lesson design or revision.

Standards-Aligned Writing: Learn how to include a research process that balances student and class accountability, builds critical thinkers, and empowers students with a process they can apply across content areas. Practice with protocols that flesh out the interdependencies between reading and writing, and develop a proactive instructional approach with students who struggle in this area.

Knowlege, Vocabulary, and Volume: Learn how a series of short texts and media can be assembled with specific student accountability activities to efficiently build knowledge and vocabulary on a topic of study.

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom: Unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and English Language Learners. Practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Time to Plan and Practice: Upgrades a unit or lesson sequence using the structure and content learned throught the week with guidance from facilitators on leverage points, timelines, goals, and framework.

Pathway II

PreK - 5

Participants analyze student work to understand the dimensions of Standards-based Informative/Explanatory student writing and plan for transformative writing instruction in the elementary grades

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Common Core Aligned Writing in the Elementary Grades

Participants analyze elementary student work to understand the dimensions of the Informative/Explanatory Writing Type across elementary grade levels, and synthesize source selection, standards, shifts, and the Informational/Explanatory Writing approach to be able to plan for transformative student writing. Participants then discuss the implications for schools and districts.

Materials

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Pathway II

6 - 12

Day 1 Introduces participants to an instructional approach to research through the OE Core Proficiencies with an emphasis on the inquiry process. With these tools and guidance, participants can integrate and apply this learning to individual teaching practice.

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Research

Participants explore the nature of inquiry and research to build and present knowledge through the OE Core Proficiencies approach. Participants learn how instruction can be designed to build knowledge and develop proficiency in all learners, and then integrate and apply this learning to individual teaching practice.

Materials

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Pathway II

PreK - 5

Day 2 focuses on the research process for elementary students. Through examination of student work and specific protocols and tools, participants become better prepared to plan strong lesson sequences around research and writing.

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Common Core Aligned Writing in the Elementary Grades

Participants explore how writing can be used to build deep understanding of key concepts in a variety of content areas, with a focus on a research process that develops writing independence with students. Participants engage in a protocol for examining student work and plan for the dimensions of opinion/argument writing. Through the examination of Document Based Question Frameworks, Research Packs, and Writing for Understanding Lesson Sequences, participants learn how engaging the process of building content knowledge and an understanding of writing craft and structure can be.

Materials

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Pathway II

6 - 12

Day 2 involves exploring the metacognitive process, skills, and knowledge involved in completion of a writing task with a focus on explicit instruction that considers the interdependence between reading and writing.

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Writing Instruction an an Era of Higher Standards

Through deconstructing the layers of the metacognitive process around a writing task, participants recognize the inherent skills and knowledge necessary for argumentation, the importance of explicit instruction to support them, and the decision points for instructional scaffolds. Participants examine the interdependence between reading and writing, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Through student work assessment, participants become familiar with how targeted support strategies can be gleaned from trends in student work.

Materials

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Pathway II

PreK - 5

On Day 3, participants engage in the process of deconstructing a series of texts on a topic as they learn how to select, sequence, and develop expert packs to grow knowledge and vocabulary for students who are reading behind grade level

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Common Core Aligned Writing in the Elementary Grades

Participants experience the link between a volume of reading on a topic and rapid development of vocabulary, and knowledge, then consider the classroom applications for expert packs, a structured variant of this process.
Participants investigate topic resources and examine principles for selecting, sequencing, and supporting student access to and interaction with texts in an expert pack.

Materials

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Pathway II

6 - 12

On Day 3, participants engage in the process of deconstructing a series of texts on a topic as they learn how to select, sequence, and develop expert packs to grow knowledge and vocabulary for students who are reading behind grade level.

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Developing Expert Packs to Build Knowledge and Vocabulary

Participants experience the link between a volume of reading on a topic and rapid development of vocabulary, and knowledge, then consider the classroom applications for expert packs, a structured variant of this process. Participants then investigate topic resources and examine principles for selecting, sequencing, and supporting student access to and interaction with texts in an expert pack.

Materials

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Pathway II

PreK - 5

Day 4 is devoted to bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment

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English Language Learners, Linguistically Marginalized Students, and Complex Text in the Classroom

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs.
With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Materials

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Pathway II

6 - 12

Day 4 is devoted to bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment

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English Language Learners, Linguistically Marginalized Students, and Complex Text in the Classroom

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs.
With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Materials

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Pathway II

PreK - 12

Day 5 involves structured independent work and group collaboration as participants have opportunity to enhance current curricula and lesson plans or develop lesson sequences using the knowledge and techniques they have gained throughout the week, with real-time support from experts in the specific area they are working with: ELL supports, expert pack work, or student writing.

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Practicum (PreK - 12)

Day 5 involves structured independent work and group collaboration as participants have opportunity to enhance current curricula and lesson plans or develop lesson sequences using the knowledge and techniques they have gained throughout the week, with real-time support from experts in the specific area they are working with: ELL supports, expert pack work, or student writing.

Materials

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Math Pathway I

Math I is designed to increase the purposefulness of math instruction through deeper understanding of the instructional shifts and standards, the progression of content across grades, and the ways that these ideas play out in classrooms.

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 and practice making adaptations using the EngageNY curriculum. Annotate lessons according to the IPG indicators and practice teach.

Pathway I

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 continues 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.

Materials

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Pathway I

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.

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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 continues 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.

Materials

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Pathway I

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.

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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 continues 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.

Materials

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Pathway I

High School

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 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 continues 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.

Materials

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Pathway I

K - 2

These sessions focus on 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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Presentation: Rigor and the Mathematical Practices 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.

Materials

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Pathway I

3 - 5

These sessions focus on 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.

Materials

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Pathway I

6 - 8

These sessions focus on 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 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.

Materials

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Pathway I

9 - 12

These sessions focus on 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.

Materials

Show Less
Pathway I

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.”

Materials

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Pathway I

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.”

Materials

Show Less
Pathway I

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.

Show More

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.”

Materials

Show Less
Pathway I

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.

Show More

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.”

Materials

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Pathway I

K - 1

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing a module of the EngageNY curriculum 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 and 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.

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Pathway I

2

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

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Adapting the Grade 2 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 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.

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Pathway I

3

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

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Adapting the Grade 3 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 5 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.

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Pathway I

4

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

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Adapting the Grade 4 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 5 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.

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Pathway I

5

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

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Adapting the Grade 5 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 3 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.

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Pathway I

6

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

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Adapting the Grade 6 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 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.

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Pathway I

7

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

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Adapting the Grade 7 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 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.

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Pathway I

8

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

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Adapting the Grade 8 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 5 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.

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Pathway I

Algebra I

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

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Adapting the Algebra I 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 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.

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Pathway I

Geometry

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing a module of the EngageNY curriculum for Geometry.

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Adapting the Geometry 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 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.

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Pathway I

Algebra II

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

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Adapting the Algebra II 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 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.

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Pathway I

K - 1

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum 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.

Materials

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Pathway I

2

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum 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.

Materials

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Pathway I

3

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum 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.

Materials

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Pathway I

4

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum 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.

Materials

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Pathway I

5

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 5.

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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.

Materials

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Pathway I

6

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 6.

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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.

Materials

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Pathway I

7

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum 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.

Materials

Show Less
Pathway I

8

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 8.

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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.

Materials

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Pathway I

Algebra I

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

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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.

Materials

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Pathway I

Geometry

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for Geometry.

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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.

Materials

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Pathway I

Algebra II

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for Algebra II.

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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.

Materials

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Math Pathway II

In MATH II, we take you beyond the Shifts and straight into practice. Using a variety of resources, participants will learn how to align, adapt, and teach math units and lessons designed for students with learning gaps. Participants will also learn how to more effectively support English language learners in math classes, as well as evaluate and dial up or down the cognitive demand of math tasks to meet students where they are and accelerate up to grade level.

Aligning Units: Dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, understand what the shifts of focus, coherence and rigor look like for the standards addressed in units, and develop a list of indicators of high-quality, aligned instruction. Evaluate units for alignment in terms of focus, coherence, and rigor, and identify next steps for improving alignment by the fall.

Adapting Lessons: Leverage progressions of learning in the Standards with an eye towards adapting materials for struggling students. Identify and better understand the highest-leverage progressions for specific units using the principle of Coherent Content in Context. Detect gaps in students’ learning and proactively make adjustments to their own instruction. Examine and use formative assessment strategies to develop comprehensive instructional support plans for specific units.

Teaching Lessons: Identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons. Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Participants will apply learning and prepare a lesson from their own unit for teaching. Engage in a “buddy teaching” exercise to put new learning into practice.

Supporting English Language Learners: in the Math Classroom Through analysis and discussion of an exemplar lesson plan, participants will unpack the language demands of learning mathematics, as well as key instructional moves that support language minority students and ELLs. Participants will then turn their attention to a lesson in their own unit, applying ELL supports for purposes of adapting.

Take Control of Math Tasks: Objectives are necessary, but not sufficient. Without high quality, well aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this session, learn how to recognize and fix misaligned and low quality tasks to ensure student work informs instruction the way it needs to. Use the Smith and Stein levels of cognitive demand for tasks to both evaluate and adjust them to meet students where they are, and accelerate them up to grade level.

Orchestrating Classroom Discussion: Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this elective, participants will learn a research-based technique to create intellectually invigorating classroom environments for students while increasing inclusion and equity.

Pathway II

K - 5

These sessions focus on aligning units to standards with an emphasis on focus, coherence and rigor using UnboundEd's content guides as a primary resource.

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Aligning: Standards and Shifts, Grades K-5

In this session, participants dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, participants understand what the shifts of focus, coherence and rigor look like for the standards addressed in their units, and develop a list of indicators of high-quality, aligned instruction.

Materials

Aligning: Your Unit, Grades K-5

Leveraging their work from the morning, participants will use this session to evaluate their units for alignment in terms of focus, coherence, and rigor, and will identify next steps for improving alignment by the fall.

Materials

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Pathway II

6 - 12

These sessions focus on aligning units to standards with an emphasis on focus, coherence and rigor using UnboundEd's content guides as a primary resource.

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Aligning: Standards and Shifts, Grades 6-12

In this session, participants dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, participants understand what the shifts of focus, coherence and rigor look like for the standards addressed in their units, and develop a list of indicators of high-quality, aligned instruction.

Materials

Aligning: Your Unit, Grades 6-12

Leveraging their work from the morning, participants will use this session to evaluate their units for alignment in terms of focus, coherence, and rigor, and will identify next steps for improving alignment by the fall.

Materials

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Pathway II

K - 5

These sessions focus on adapting unit plans for students with learning gaps with an emphasis on "coherent content in context" and using UnboundEd's content guides as a primary resource.

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Adapting: Using Progressions of Learning, Grades K-5

In this session, participants will do a deep dive into the progressions of learning in the Standards with an eye towards adapting materials for struggling students. By examining Part 3 of the UnboundEd content guides, participants will identify and better understand the highest-leverage progressions for their own units using the principle of Coherent Content in Context.

Materials

Adapting: Assessing Students for Prerequisite Learning, Grades K-5

Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they detect gaps in student learning and proactively make adjustments to their own instruction? After examining some fast and effective formative assessment strategies, participants will develop comprehensive instructional support plans for their units.

Materials

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Pathway II

6 - 12

These sessions focus on adapting unit plans for students with learning gaps with an emphasis on "coherent content in context" and using UnboundEd's content guides as a primary resource.

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Adapting: Using Progressions of Learning, Grades 6-12

In this session, participants will do a deep dive into the progressions of learning in the Standards with an eye towards adapting materials for struggling students. By examining Part 3 of the UnboundEd content guides, participants will identify and better understand the highest-leverage progressions for their own units using the principle of Coherent Content in Context.

Materials

Adapting: Assessing Students for Prerequisite Learning, Grades 6-12

Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they detect gaps in student learning and proactively make adjustments to their own instruction? After examining some fast and effective formative assessment strategies, participants will develop comprehensive instructional support plans for their units.

Materials

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Pathway II

K - 5

These sessions focus on teaching lessons with an emphasis on highlighting and leveraging the "load-bearing walls" of lessons.

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Teaching: The Load-Bearing Walls, Grades K-5

In this session, participants will learn to identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons, and will continue thinking about ways of increasing access for students with unfinished learning from prior grades. Through study of an exemplar lesson, participants will come to understand what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

Materials

In this session, participants will learn to identify the "load bearing walls" (i.e., important standards-aligned aspects

In this session, participants will prepare a lesson from their unit for teaching. Participants will then engage in a "buddy teaching" exercise to put new learning into practice. Finally, there will be opportunity for reflection and next steps to carry this work forward during the coming school year.

Materials

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Pathway II

6 - 12

These sessions focus on teaching lessons with an emphasis on highlighting and leveraging the "load-bearing walls" of lessons.

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Teaching: The Load-Bearing Walls, Grades 6-12

In this session, participants will learn to identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons, and will continue thinking about ways of increasing access for students with unfinished learning from prior grades. Through study of an exemplar lesson, participants will come to understand what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

Materials

Teaching: Practice with Your Lessons, Grades 6-12

In this session, participants will prepare a lesson from their unit for teaching. Participants will then engage in a "buddy teaching" exercise to put new learning into practice. Finally, there will be opportunity for reflection and next steps to carry this work forward during the coming school year.

Materials

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Pathway II

K - 5

These sessions focus on supporting English Language Learners in the math classroom.

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Bridging the Gap for Language Minority Students and ELLs in Math, Grades K-5

Through analysis and discussion of an exemplar lesson plan, participants will unpack the language demands of learning mathematics, as well as key instructional moves that support language minority students and ELLs. Participants will continue to unpack and explore best practices for supporting language minority students and ELLs, before taking a turn adapting a lesson of their own.

Materials

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Pathway II

6 - 12

These sessions focus on supporting English Language Learners in the math classroom.

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Bridging the Gap for Language Minority Students and ELLs in Math, Grades 6-12

Through analysis and discussion of an exemplar lesson plan, participants will unpack the language demands of learning mathematics, as well as key instructional moves that support language minority students and ELLs. Participants will continue to unpack and explore best practices for supporting language minority students and ELLs, before taking a turn adapting a lesson of their own.

Materials

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Pathway II

K-12 Elective - It's All About the Task

This elective focuses on analyzing and adapting math tasks to support and accelerate students with learning gaps.

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It's All About the Task

Objectives are necessary, but not sufficient. Without high quality, well-aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this elective, participants will learn how to recognize and adjust the cognitive demand of tasks to meet students’ needs and align outcome expectations.

Materials

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Pathway II

K-12 Elective - Discourse in the Math Classroom

This elective focuses on using cognitively demanding tasks to drive student discourse in math.

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Discourse in the Math Classroom

Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this elective, participants will learn a research-based technique to create intellectually invigorating classroom environments for students.

Materials

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Leadership Pathway I

Leadership I provides in-depth and hands-on learning so that leaders walk away with an understanding of what is required to lead high standards implementation for ELA and math; what they look like (and don’t look like) in a classroom setting; the appropriate pedagogical match of instructional strategies; and how to develop teachers’ capacity to plan, deliver, and assess student learning.

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 and artifacts, 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.

Pathway I

K - 5

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 videos 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 and Coherence in Grades K-5

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.

Materials

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Pathway I

6 - 8

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 videos 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 and Coherence in Grades 6-8

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.

Materials

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Pathway I

9 - 12

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 videos 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 and Coherence in High School

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.

Materials

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Pathway I

K - 5

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 grades K-5 curriculum to meet the needs of struggling students.

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Rigor, Observing the Standards and Shifts, and Adaptations in Grades K-5

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leaders pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

6 - 8

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 grades 6-8 curriculum to meet the needs of struggling students.

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Rigor, Observing the Standards and Shifts, and Adaptations in Grades 6-8

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leaders pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

9 - 12

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, Observing the Standards and Shifts, and Adaptations in High School

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leaders pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

K - 5

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 these foundational sessions, 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. In the afternoon, leaders 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.

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Pathway I

6 - 8

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 and Text Complexity in 6-8

In these foundational sessions, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video, leaders practice identifying what strong instruction looks like in the middle school classroom. 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 for struggling learners so that they can access that complexity in the classroom.

Materials

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Pathway I

9 - 12

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 and Text Complexity in High School

In these foundational sessions, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video, leaders practice identifying what strong instruction looks like in the high school classroom. 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 for struggling learners so that they can access that complexity in the classroom.

Materials

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Pathway I

K - 5

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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Knowledge, Vocabulary and the Juicy Language of Text in K-5

Leaders begin these sessions with an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders 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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Pathway I

6 - 8

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

Knowledge, Vocabulary and the Juicy Language of Text in 6-8

Leaders begin these sessions with an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders 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
Pathway I

9 - 12

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.

Show More

Knowledge, Vocabulary and the Juicy Language of Text in High School

Leaders begin these sessions with an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders 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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Pathway I

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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Pathway I

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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Pathway I

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

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Leadership Pathway II

Leadership II provides an in-depth and hands-on exploration of how equitable practices "show up" in ELA and math curriculum and instruction - and the resulting actions leaders can make back at school to impact student learning.

Standards-Aligned Writing: Learn how to engage students in rigorous and scaffolded text based writing that builds knowledge and vocabulary. Practice protocols that train the eye to recognize standards-aligned writing across grade levels and that can be used for professional development back at school.

Adapting Curriculum for Below Grade Level Students: Learn how to effectively adapt curriculum to accelerate students who are behind grade level while also teaching grade-level standards. Apply the concepts of Load Bearing Walls and Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Practice coaching teachers to meet students where they are and get them where they need to be.

Ensuring Quality Instructional Tasks in Mathematics: Determine whether student tasks are aligned to the grade level standards. Leaders learn to use a protocol to determine alignment of tasks to standards. To support implementation of this work back at school, practice using protocols and coaching teachers in planning for lesson-embedded task alignment.

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom: Unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and English Language Learners. Practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Systems Thinking for Leaders Who Want Different Results: Get up on the balcony and conduct a systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. By analyzing one content area and looking below the surface, identify the ways in which current systems of structures, models and values are affecting students.

Pathway II

K - 5

Learn how to engage students in rigorous and scaffolded research and text based writing that builds knowledge and vocabulary through examining the writing types.

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Standards-Aligned Writing at the Elementary Grades

In this full-day session, participants learn how to engage students in rigorous and scaffolded research and text based writing that builds knowledge and vocabulary through examining the CCSS writing types. Participants will use protocols for collaborative analysis of student work samples that represent the different writing types. Leaders will leave these sessions with turn-key professional development materials that they can implement in their schools and districts.

Materials

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Pathway II

6 - 12

Explore the metacognitive process, skills, and knowledge involved in completion of an argumentation writing task with a focus on explicit instruction that considers the interdependence between reading and writing.

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Writing Instruction in the Era of Higher Standards

Through a deconstruction of the layers of the metacognitive process around a writing task, participants recognize the inherent skills and knowledge necessary for argumentation, the importance of explicit instruction to support them, and the decision points for instructional scaffolds. Participants examine the interdependence between reading and writing, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Through student work assessment, leaders become familiar with how targeted support strategies can be gleaned from trends in student work.

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Pathway II

K - 5

Learn how to effectively adapt curriculum and refine lessons to accelerate students who are behind grade level while also teaching grade-level standards.

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Owning Your K-5 Math Curriculum: How to Adapt for the Children in Your Care "

In this full day session, participants learn how to effectively adapt curriculum to accelerate students who are behind grade level while also teaching grade-level standards. Leaders apply the concepts of Load Bearing Walls- the most important parts of lessons- and Coherent Content in Context- trajectories of learning- to increase curricular alignment and adapt and refine lessons to help teachers meet students where they are and get them where they need to be. Leaders practice coaching and guiding teachers to make the right instructional decisions for students with unfinished learning from prior grades.

Materials

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Pathway II

6 - 12

Learn how to effectively adapt curriculum and refine lessons to accelerate students who are behind grade level while also teaching grade-level standards.

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Owning Your 6-12 Math Curriculum: How to Adapt for the Children in Your Care

In this full day session, participants learn how to effectively adapt curriculum to accelerate students who are behind grade level while also teaching grade-level standards. Leaders apply the concepts of Load Bearing Walls- the most important parts of lessons- and Coherent Content in Context- trajectories of learning- to increase curricular alignment and adapt and refine lessons to help teachers meet students where they are and get them where they need to be. Leaders practice coaching and guiding teachers to make the right instructional decisions for students with unfinished learning from prior grades.

Materials

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Pathway II

K - 5

Using UnboundEd Content Guides, deepen understanding of the intent of the standards of focus and learn to determine whether student tasks are aligned to the grade level standards.

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Ensuring Quality Instructional Tasks in Mathematics

In this full day session, participants learn to determine whether student tasks are aligned to the grade level standards. Using UnboundEd Content Guides, participants deepen their understanding of the intent of the standards of focus. Leaders then learn to use a protocol to determine alignment of tasks to standards. Participants will continue to unpack and explore best practices for determining alignment of student tasks to standards. To support implementation of this work back at school, leaders practice coaching teachers in planning for lesson-embedded task alignment.

Materials

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Pathway II

6 - 12

Using UnboundEd Content Guides, deepen understanding of the intent of the standards of focus and learn to determine whether student tasks are aligned to the grade level standards.

Show More

Ensuring Quality Instructional Tasks in Mathematics

In this full day session, participants learn to determine whether student tasks are aligned to the grade level standards. Using UnboundEd Content Guides, participants deepen their understanding of the intent of the standards of focus. Leaders then learn to use a protocol to determine alignment of tasks to standards. Participants will continue to unpack and explore best practices for determining alignment of student tasks to standards. To support implementation of this work back at school, leaders practice coaching teachers in planning for lesson-embedded task alignment.

Materials

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Pathway II

K - 5

Focus on bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment.

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English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs. With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Materials

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Pathway II

6 - 12

Focus on bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment.

Show More

English Language Learners, Linguistically Marginalized Students and Complex Text in the Classroom

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs. With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Materials

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Pathway II

K - 12

In this concluding session, leaders conduct a systems analysis to diagnose the forces and interrelationships that are currently in place so they can make changes for better student results.

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Systems Thinking for Leaders Who Want Different Results

In this culminating session, leaders turn to systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. Participants choose one content area and look below the surface to identify the ways in which their current systems of structures, models and values are affecting their students. Leaders will leave the session with short- and mid-term action plans for addressing shortfalls and leveraging assets.

Materials

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