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UnboundEd's Summer 2018 Standards Institute

July 9 - July 13, 2018 / San Diego, CA

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 from the Summer 2015 Standards Institute to learn more!

What is Standards Institute?

 

 

Summer 2018 Standards Institute will be held at the Sheraton San Diego Hotel & Marina.

1380 Harbor Island Dr, San Diego, CA 92101

Institute has sold out for Summer 2018. We hope you can join us for our Winter Institute. Location and date will be announced through our newsletter: http://bit.ly/unboundedmailinglist

Institute has sold out for Summer 2018. We hope you can join us for our next Institute this winter, location and date to be announced very soon.

Payment Information for Non profit/Schools/Public Entities:

Early Bird Registration (April 6 - April 27)

1. Pay by credit card during registration - $1,999 per person

2. Purchase Orders and payment via Check, ACH, or Wire - $2,125 per person

General Registration (April 28 - June 18 or whenever Institute sells out)

1. Pay by credit card during registration - $2,125 per person

2. Purchase Orders and payment via Check, ACH, or Wire - $2,250 per person

Instructions:

  1. Issue Purchase Order: Issue a PO to ar@unbounded.org and include each registrant's name and the email of the person submitting the payment. All PO's must be received by June 18th.
  2. You will receive an invoice (via email) that can be paid electronically (by following the Quickbooks instructions) or by check.
  3. We are a digital company and DO NOT mail invoices.  
NOTE: While your spot will be held during registration, you will not be officially registered until a PO is received. If your district has special year end requirements, please email ar@unbounded.org to see if we can accommodate.  



Please note new address

Unbounded Learning, Inc.

PO Box 69046

Baltimore, MD 21264-9046



Registration closes on June 18, 2018
  • The last day to cancel your registration with a full refund is June 18, 2018, barring unforeseen, extenuating circumstances.
  • If you cancel after June 18, 2018, but before June 30, 2018, you will receive a 50% refund, however we encourage you to find a colleague to take your place.
  • We will not provide refunds after June 30, 2018 or if you do not attend Institute.

To cancel your registration, please contact support.

 

 

Summer 2018 Standards Institute will be held at the Sheraton San Diego Hotel & Marina.

1380 Harbor Island Dr, San Diego, CA 92101

Institute has sold out for Summer 2018. We hope you can join us for our next Institute this winter, location and date to be announced very soon.

Hotel Reservations

The two hotels that had room blocks held for Standards Institute have sold out. If you need to secure lodging, we recommend you book a nearby hotel through a hotel directly, or an online site. There are several options below that are approximately a 5-7 minute cab ride from the hotel. There are other options that are cheaper, but farther away. This time is busy season for San Diego, we recommend you book your hotel soon.

A few nearby hotels are:

Wyndham San Diego Bayside

Homewood Suites San Diego airport

Holiday Inn San Diego Bayside

First-time Participants

ELA Pathway I
Math Pathway I
Leadership I

 

Returning Participants

ELA Pathway II
Math Pathway II
Leadership II

 

Monday, July 9 Keynote

Tuesday, July 10 Keynote

Thursday, July 12 Keynotes

Friday, July 13 Keynote

  • Christopher Emdin - July 13th, 8:30 - 9:45 am - Grande Ballroom - there is no Keynote Presentation or Video available. Book: For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)

 

 

We are so pleased you will be joining us in San Diego for the Standards Institute from July 9 - 13, 2018. We have a full agenda planned and there are several things we are asking you to do to prepare for the week. Please read through all of the items below.

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.

Knowledge Survey Pre-Test

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

The Knowledge Survey is one way for the Standards Institute team to gather information about the impact of our training on participants' understanding of the standards, content, equitable instructional practices.

Before attending Standards Institute, all participants are asked to complete the Pre-Test. We do not expect that participants will know the answers to all the questions at this point. Starting on Day 4 of Standards Institute, all participants will be asked to complete the Post-Test. Scores and answer keys will be released at the completion of the Post-Test.

Please note:

  • All results are confidential. Results will only be shared in the aggregate and you will never be identified individually.
  • Certificate of Completion of the Summer 2018 Standards Institute will be issued based on completion of the Pre-test, Post-test, and attendance at all five days of Standards Institute. Scores on the Pre- and Post-test do not impact issuing of the certificate of completion.
  • We encourage you to give the Knowledge Survey your full attention - it should take approximately 20 minutes to complete. We encourage you to take the Knowledge Survey on a laptop or tablet rather than on your phone.

If you have questions about the Knowledge Survey, please contact us at research@standardsinstitutes.org.

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.

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Pre-Work

ELA I P-3 Participants

Materials to bring along and read before the Institute:

  1. Read the following texts and and annotate looking for places where the text provokes ideas or questions:
    1. “Equity Literacy for All” by Paul C. Gorski and Katy Swalwell

    2. “Why a Structured Phonics Program is Effective" by David Liben. 

    3. “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts” by Marilyn Adams
    4. “'Both And' Literacy Instruction K-5: A proposed Paradigm Shift for the Common Core State Standards ELA Classroom" by Meredith and David Liben 
  2. 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.

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

    2. “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts” by Marilyn Adams

    3. Cesar Chavez: Commonwealth Club Address (Grades 6-8 Participants only)

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:
  3. Read and consider your practice through the lens of “Equity Literacy for All” by Paul C. Gorski and Katy Swalwell
  4. Read The Short Happy Life of Francis Macomber by Ernest Hemingway.  If you have a hard copy, bring it to Institute.

ELA II  K-5 Returning 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.
  2. 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. Read and annotate the following text, looking for places where standards are amplified: What Conversations Can Capture
  2. Dr. Shanahan’s blog on Literacy: The Instructional Level Concept Revisited: Teaching with Complex Text
  3. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  4. 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:

REQUIRED

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

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

    Understanding Language by Jeff Zwiers, Jack Dieckmann, Sara Rutherford-Quach, Vinci Daro, Renae Skarin, Steven Weiss, and James Malamut

  2. 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.
  3. 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:

OPTIONAL

  1. Please download and read through the Mathematics Instructional Practice Guide K-8 and HS from Student Achievement Partnern>

Math II Participants

Materials to bring along and prepare before the Institute:

REQUIRED

  1. All returning math participants must bring a unit of instruction that they will be teaching/supporting/coaching during the 2017-18 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. Please read through the UnboundEd Mathematics Guide that corresponds to your grade level.
  3. Please read and annotate the following article(s), with a lens on how the described idea(s) align with your current practice, in preparation for our first day at Institute:

Additional Resources:

  • “Equity Literacy for All” by Paul C. Gorski and Katy Swalwell
  • Please download and read through the Mathematics Instructional Practice Guide K-8 and HS from Student Achievement Partners.
  • Please download and reacquaint yourself with the Focus by Grade Level document from Achieve the Core.
  • Please locate (or download) the CCSS App for Android or iOS.

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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.
  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 K-5 ELA (Days 3-5)

  1. Read the following texts 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. OPTIONAL: 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. OPTIONAL: 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:

Leadership II K-5 ELA  (Days 1 and 4)

  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:

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

K-5 Math Leadership II Returning Sessions (Days 3 and 4):

  1. All returning math participants must bring one unit of instruction for one grade that they will be supporting/coaching during the 2017-18 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
    • 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 you choose must be designed to address at least some of the clusters/topics named for the grade below:

      • 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).

  2. Please read through the UnboundEd Mathematics Guide that corresponds to your grade/course level.
  3. Please read and annotate the following article(s), with a lens on how the described idea(s) align with your current practice:

Leadership II 6-12 Participants

Materials to prepare and read before the Institute:

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 6-12 ELA (Days 1 and 4)

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

6-12 Math Leadership Sessions (days 3 and 4)

  1. All returning math participants must bring one unit of instruction for one grade that they will be supporting/coaching during the 2018-19 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 you choose must be designed to address at least some of the clusters/topics named for the grade below:

Middle School Choices:

  • 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)

High School Choices:

  • 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)

Read through the UnboundEd Mathematics Guide that corresponds to the above unit of instruction you are bringing.

Read and annotate the following article(s), with a lens on how the described idea(s) align with your current practice:

 

Institute Photobooth - July 10, 11, 12 (10:00 - 2:00 pm) - Near the Registration Desk 

Share your #LightbulbMoment with the #StandardsInstitute community and beyond! Bring your team, session or colleagues and join us on Tuesday - Thursday near the registration desk. Photos can be shared on social media or printed for you to take home!

IBM Teacher Advisor - Tuesday, July 10, (Lunch) Main Ballroom

As part of our work to bring high-quality resources to classrooms everywhere, UnboundEd has partnered with the IBM International Foundation to develop Teacher Advisor with Watson—a FREE site for K-8 math teachers to find the best open-license lesson plans and resources using the power of IBM Watson. Members of the Teacher Advisor team will be on hand during lunch on Tuesday, July 10 to show attendees how the site makes many of the resources and methods used at Standards Institute quickly and easily accessible. Please stop by outside of the main ballroom if you’re interested.

Screening and Discussion: RACE—The Power of an Illusion, Part II The Story We Tell - Tuesday, July 10 (7:00 - 8:30pm) - Harbor Island 1

UnboundEd presents a screening of “RACE—The Power of an Illusion, Part II The Story We Tell," followed by a facilitated conversation. "RACE—The Power of an Illusion" is a three-part PBS series that questions the very idea of race as biology. This series provides an opportunity for people to examine their beliefs about race, privilege, policy, and justice. Tonight’s screening focuses on how deep social inequalities came to be rationalized as natural - deflecting attention from the social practices and public policies that benefited whites at the expense of others. The UnboundEd team will facilitate a conversation afterwards.

Lunch and Learn: UnboundEd Video Project - Wednesday, July 11 (Lunch) Location: Spinnaker 1 & 2

As you’ll see during the week, we use classroom video as an important learning tool. We are growing our library of videos during the 2018-19 school year and would love to feature some of our Standards Institute participants. Grab your lunch and bring it with you to the video project lunch and learn to hear from our team about our criteria and what it’s like to participate in the project. Leaders and teachers are welcome to attend - anyone who is school-based and knows a great teacher for us to feature.

IBM Teacher Advisor Focus Groups: Wednesday, July 11 and Thursday, July 12 (12:00 - 1:00 pm) Location: TBA

Following Tuesday’s meet and greet, members of the Teacher Advisor team will be conducting two small lunchtime focus groups with teachers and coaches to understand how to make their product even better for the 2018-19 school year. If you’re interested, please fill out this 2-minute form or sign up at the registration desk.  As a thank you, all participants will receive a $50 Amazon gift card.  (Space for these sessions is limited; those selected to participate will receive an email 24 hours prior to each session.)

Lunch and Learn: Lesson Planning with EngageNY - Thursday, July 12 (Lunch) Harbor Island Ballroom 3

UnboundEd is creating a day-by-day guide to make it easier for teachers to implement and adapt Math and ELA EngageNY lessons. Be the first educators to get a preview of this new product that will be released this Fall for Grade 6. You'll hear about the research that inspired this work, see examples of real-life lessons transformed, and learn how our framework can be applied to any curriculum. Demonstration content will be from Grade 6 but administrators and teachers at all levels are welcome.

 

Team Time Assignments

Feel free to use the supplies in the rooms.

The CAO Academy

Supports, develops and sustains current chief academic officers in delivering high-quality content and executing effective systems for instruction. In collaboration with national leaders from across the country, this program provides chief academic officers the knowledge and skills for system-wide instructional decision making. Participants will develop deep content knowledge around ELA standards, refine their vision for instructional excellence, implement systems and routines that take this vision to scale across their organization and actively employ tools to confront and depress unconscious bias in instruction.

Weeklong Learning Schedule

Monday, July 9 Materials

 

Equity Influencer Residency

Develops current principals, instructional coaches and teacher leaders who directly grow and support teachers. The residency will focus on content knowledge depth, instructional expertise in the standards, equity moves to push teacher practice, and leadership and influencing skills. As a part of their learning, cohort participants will effectively lead standards-aligned instructional feedback to support their teachers in acquiring deep content knowledge, implement a Community of Influence learning model that they can then create and sustain in their schools and actively employ tools to confront and depress unconscious bias in instruction.

Weeklong Learning Schedule

ELA Pathway I

ELA I provides an interactive, learner-driven experience that examines the intersection between teaching and learning, grade-level standards, and equity, in both theory and practice.

Understanding the ELA Standards and Equitable Instruction: Unpack the use of higher standards as leverage to ensure all students have equitable access to quality instructional materials, and unpack opportunities to improved student outcomes and engagement. Employ these understandings to shift and grow your practice and cultivate learning environments deeply rooted in development of fluency, knowledge, vocabulary and comprehension.

Instructional Practice: Recognize the power of standards-aligned instructional delivery & reflection as a driving force for equitable outcomes. Use the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, as a foundation for collaborative video study and lesson analysis. Develop an understanding of how amplifying language can support English learners as they build proficiency with the English language through academic discourse. Recognize the importance of scaffolding grade-level text to support reading proficiency.

Deepening Content Knowledge about Reading: Examine the critical relationship between complex text and higher standards as it applies to student outcomes through practicing qualitative analysis and developing targeted scaffolds for text dependent questions to support English learners and linguistically marginalized students. Understand the roles that close reading and voluminous reading play in and out of the classroom. Study Interactive Read-Alouds that support students at all reading proficiencies at the elementary level, or study argument writing at the secondary level, and learn how to engage students in writing for understanding and support their claims with text-based evidence.

 

Pathway I

PreK - 3

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

Show More

FOUNDATION: Understanding the ELA / Literacy Standards and Shifts in Instruction

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. In the afternoon, 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

FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

Please see above for presentation materials

Materials

Show Less
Pathway I

4 - 5

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Participants begin a week-long discussion of high standards’ intersection with equitable access to grade-level instruction and examine equitable instruction in its development and implementation.

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. Participants then use this information to analyze teaching videos.

Materials

Show Less
Pathway I

6 - 8

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Participants begin a week-long discussion of high standards’ intersection with equitable access to grade-level instruction and examine equitable instruction in its development and implementation.

Show More

Foundations for Success

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

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction. Participants begin a week-long discussion of high standards’ intersection with equitable access to grade-level instruction and examine equitable instruction in its development and implementation.

Show More

Foundations for Success

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

Show Less
Pathway I

PreK - 3

Participants examine how systematic phonics instruction and intentional fluency-building activities are equity moves that can support developing readers. Participants closely review student readers and phonics to facilitate discussion of features that support aligned P-3 instruction.

Show More

Close Reading and Complex Text

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

Show Less
Pathway I

4 - 5

Participants explore the intersection of Reading and Language Standards with complex text, and how a deep understanding of text complexity can be accomplished by teachers and students through targeted work at the sentence level, careful selection of vocabulary, and strategically aligned and scaffolded text dependent questions. With awareness of the relationship between language and equity, participants unlock the critical role of language reading, writing, and academic discourse to empower students to do the same.

Show More

Close Reading 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

Show Less
Pathway I

6 - 8

Participants explore the intersection of Reading and Language Standards with complex text, and how a deep understanding of text complexity can be accomplished by teachers and students through targeted work at the sentence level, careful selection of vocabulary, and strategically aligned and scaffolded text dependent questions. With awareness of the relationship between language and equity, participants unlock the critical role of language reading, writing, and academic discourse to empower students to do the same.

Show More

Handout: Close Reading 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 then 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

Materials

Show Less
Pathway I

9 - 12

Participants explore the intersection of Reading and Language Standards with complex text, and how a deep understanding of text complexity can be accomplished by teachers and students through targeted work at the sentence level and careful attention to vocabulary. With awareness of the relationship between language and equity, participants unlock the critical role of language reading and academic discourse to empower students to do the same.

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 then explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using "The Short Happy Life of Francis Macomber"

Materials

Show Less
Pathway I

PreK - 3

Participants explore the intersection of Reading and Language Standards with complex text, and how a deep understanding of text complexity can be accomplished by teachers and students through targeted work at the sentence level, careful selection of vocabulary, and strategically aligned and scaffolded text dependent questions. With awareness of the relationship between language and equity, participants unlock the critical role of student engagement as a pathway to academic discourse.

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

Early Literacy: Phonics & 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.

Please see above for presentation materials

Materials

Show Less
Pathway I

4 - 5

Participants examine the connection between fluency and text complexity through engagement in activities that provide for the rapid accumulation of knowledge and vocabulary on a topic. Participants study the opportunities for application of this process in their own curriculums as a way to ensure equity of access for students who are not reading on grade-level.

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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

6 - 8

Participants examine the connection between fluency and text complexity through engagement in activities that provide for the rapid accumulation of knowledge and vocabulary on a topic. Participants study the opportunities for application of this process in their own curriculums as a way to ensure equity of access for students who are not reading on grade-level.

Show More

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

Participants unpack the informational density of complex text and scaffold learning through understanding what makes a strong text-dependent question. Participants build understanding of how scaffolding can function as an equitable practice when used strategically, and apply that learning to question development to make complex grade-level text accessible to all students regardless of reading proficiency.

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Scaffolding Standards-Aligned Text-Dependent Questions

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

PreK - 3

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 culminate with an appropriate standards-based assessment. Participants then use their analysis of text complexity with their chosen text to create questions that make the text accessible and engaging to all students.

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Building Standards-Aligned Read-Alouds (Recognizing and Developing Standards-Aligned Instructional Sequences)

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

With a continued focus on Standards Implementation and an aligned curriculum as a pathway to equitable access to high quality instruction, participants dive into what reading like writers looks like. Participants engage in activities that maximize student opportunities to grow as readers, writers, and collaborators in the classroom, and study how these processes can be embedded in current curriculums.

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Attending to Language, Craft, and Structure

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

With a continued focus on Standards Implementation and an aligned curriculum as a pathway to equitable access to high quality instruction, participants dive into what reading like writers looks like. Participants engage in activities that maximize student opportunities to grow as readers, writers, and collaborators in the classroom, and study how these processes can be embedded in current curriculums.

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Attending to Language, Craft and Structure

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

Participants apply their growing understanding of connection between fluency and text complexity through engagement in activities that provide for the rapid accumulation of knowledge and vocabulary on a topic. Participants study the opportunities for application of this process by examining a standards-aligned routine for using complex texts to teach argumentation in the ELA classroom.

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Building Knowledge and Literacy Proficiency Through Teaching Argumentation

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 are also introduced to argumentation and learn to use tools that facilitate acquisition of conceptual knowledge tied to the texts from the morning session.

Materials

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Pathway I

PreK - 3

Participants revisit the intersection of high standards, grade-level instruction and equity with emphasis on how high-quality curriculum marries all of the elements of design they have studied throughout the week, and additional focus on supporting student access to grade-level text and tasks.

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Bringing it All Together: Equitable Instructional Practices and Supporting Learners with Complex Text

Participants work collaboratively to populate their instructional sequences with questions, scaffolding, and attention to equity and access to text for all students. Participants then have the afternoon to engage in planning and individual consultation with facilitators to support the development of next steps.

Materials

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Pathway I

4 - 5

Participants revisit the intersection of high standards, grade-level instruction and equity with emphasis on how high-quality curriculum marries all of the elements of design they have studied throughout the week, and additional focus on supporting student access to grade-level text and tasks.

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Bringing it All Together: Knowledge, Writing, and a Cohesive 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

Participants revisit the intersection of high standards, grade-level instruction and equity with emphasis on how high-quality curriculum marries all of the elements of design they have studied throughout the week, and additional focus on supporting student access to grade-level text and tasks.

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Bringing it all Together in a Cohesive 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

Participants revisit the intersection of high standards, grade-level instruction and equity as they apply the skills accumulated throughout the week to a unit on argumentation.

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Bringing it All Together With A Focus on Equity

Participants use seminal arguments to help understand argumentation and delineate an argument. They then review and synthesize their analysis to form their own position on a topic. The afternoon is dedicated to the development of next steps and how to transition Institute learning to actionable practice.

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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 equitable instructional design and delivery, and its impact on both fluent English speakers and English learners.

Understanding Language: Explore how the language demands of complex text grow within and across grades, and how to prepare or support preparation of instruction that scaffolds student learning through integrating language, speaking and listening standards to address text and task complexity. Learn about equitable instructional practice and protocols that amplify language to allow for purposeful collaborative work in lessons that can be used with any curriculum.

Adapting Writing Planning and Implementation for Better Student Outcomes: Build on foundational understandings from Day 1 through a focus on writing standards as well as CA ELD and WIDA crosswalk of necessary writing and communication skills. Address the implications for planning and equitable instructional delivery when paired with language standards and amplification. Study how the standards offer a nuanced, carefully scaffolded roadmap for writing process and product and the special place of narrative as a tool for equity and knowledge building.

Using the Right Writing Tasks to Promote Student Achievement: Synthesize the research on Writing Assignments and use a sampling of your own writing assignments to assess whether or not your grade/class/school is on track with writing standards alignment. Back-plan lesson sequences that implement changes based based on a deeper understanding of the writing standards. Understand the connection between language and equity, and apply that understanding in task design.

Linking Research, Text Sets, Equity, and Writing: Review the link between a volume of reading on a topic and rapid development of vocabulary, language and knowledge through the deconstruction of an expert pack, one type of a text set. Explore how text sets can be scaffolded to meet the needs of English Learners, and how we can use the synthesis of the knowledge developed through the packs to develop writing tasks.

Planning for Action: Strategize with your peers and prioritize key initiatives that will help you bring back and share the insights gained during your Standards Institute experience. Use a consultancy protocol to gather peer feedback on how you can make your district smarter about standards-aligned instruction that support students with unfinished learning.

Pathway II

K - 5

Explore how the language demands of complex text grow within and across grades, and how to prepare or support preparation of instruction that scaffolds student learning through integrating language, speaking and listening standards to address text and task complexity. Learn about equitable instructional practice and protocols that amplify language to allow for purposeful collaborative work in lessons that can be used with any curriculum.

Show More
Show Less
Pathway II

6 - 12

Explore how the language demands of complex text grow within and across grades, and how to prepare or support preparation of instruction that scaffolds student learning through integrating language, speaking and listening standards to address text and task complexity. Learn about equitable instructional practice and protocols that amplify language to allow for purposeful collaborative work in lessons that can be used with any curriculum.

Show More
Show Less
Pathway II

K - 5

Build on foundational understandings from Day 1 through a focus on writing standards as well as CA ELD and WIDA crosswalk of necessary writing and communication skills. Address the implications for planning and equitable instructional delivery when paired with language standards and amplification. Study how the standards offer a nuanced, carefully scaffolded roadmap for writing process and product and the special place of narrative as a tool for equity and knowledge building.

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Scaffolding Language for Understanding and Expression

Materials

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Pathway II

6 - 12

Build on foundational understandings from Day 1 through a focus on writing standards as well as CA ELD and WIDA crosswalk of necessary writing and communication skills. Address the implications for planning and equitable instructional delivery when paired with language standards and amplification. Study how the standards offer a nuanced, carefully scaffolded roadmap for writing process and product and the special place of narrative as a tool for equity and knowledge building.

Show More
Show Less
Pathway II

K - 5

Synthesize the research on Writing Assignments and use a sampling of your own writing assignments to assess whether or not your grade/class/school is on track with writing standards alignment. Back-plan lesson sequences that implement changes based based on a deeper understanding of the writing standards. Understand the connection between language and equity, and apply that understanding in task design.

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Show Less
Pathway II

6 - 12

Synthesize the research on Writing Assignments and use a sampling of your own writing assignments to assess whether or not your grade/class/school is on track with writing standards alignment. Back-plan lesson sequences that implement changes based based on a deeper understanding of the writing standards. Understand the connection between language and equity, and apply that understanding in task design.

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Show Less
Pathway II

K - 5

Review the link between a volume of reading on a topic and rapid development of vocabulary, language and knowledge through the deconstruction of an expert pack, one type of a text set. Explore how text sets can be scaffolded to meet the needs of English Learners, and how we can use the synthesis of the knowledge developed through the packs to develop writing tasks.

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Linking Text Sets, Equity, and the Productive Modalities

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

Review the link between a volume of reading on a topic and rapid development of vocabulary, language and knowledge through the deconstruction of an expert pack, one type of a text set. Explore how text sets can be scaffolded to meet the needs of English Learners, and how we can use the synthesis of the knowledge developed through the packs to develop writing tasks.

Show More
Show Less
Pathway II

K - 5

Strategize with peers and prioritize key initiatives, insights and skills to bring back and share with home districts and organizations. Use a consultancy protocol to gather peer feedback on leverage points to use with home districts and organizations for the purpose of advocating for equitable, standards-aligned instruction that supports students with unfinished learning.

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Show Less
Pathway II

6 - 12

Strategize with peers and prioritize key initiatives, insights and skills to bring back and share with home districts and organizations. Use a consultancy protocol to gather peer feedback on leverage points to use with home districts and organizations for the purpose of advocating for equitable, standards-aligned instruction that supports students with unfinished learning.

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Math Pathway I

Math I provides an increased focus on purposeful planning and execution of equitable mathematics instruction through deeper understanding of the standards, the progression of content across grades, the balance of rigor, and the ways that these ideas play-out intentionally in classrooms.

Understanding the Mathematical Standards and Equitable Instruction: Study the ideas 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, student work, and for designing equitable learning experiences.

Instructional Practice: Come to understand how students will engage with the math content standards and the math practice standards. Study the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, using the indicators (which tie together focus, coherence, and rigor, high-quality instruction, and the math practice standards) to understand how it can drive effective instruction. Examine what it means to establish equitable educational environments in classrooms. 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 EngageNY curriculum. Come to see how the instructional shifts are embodied in a curriculum map and module assessment materials. Study EngageNY curriculum and learn about and practice making adaptations for students with unfinished learning from previous grades, using a just-in-time adaptation strategy that is transferable to any curriculum. Explore the Mathematical Language Routines to scaffold access to grade-level content for English learners and linguistically marginalized students. Annotate lessons using the IPG indicators, including for equitable practices, and practice teach an annotated lesson.

Pathway I

K - 2

In this morning session, participants examine the structure of the Standards, and deepen their understanding of educational equity as it relates to focus within the Standards. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

In the afternoon, participants examine the major work of this grade band by “doing the math” and diving into grade- level tasks. Then participants explore within-grade coherence by examining connections between grade-level standards. Participants apply their learning from the day’s sessions by evaluating a curriculum map for focus and within- grade coherence.

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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 the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-grade coherence.

Please see above for presentation materials

Materials

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Pathway I

3 - 5

In this morning session, participants examine the structure of the Standards, and deepen their understanding of educational equity as it relates to focus within the Standards. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

In the afternoon, participants examine the major work of this grade band by “doing the math” and diving into grade- level tasks. Then participants explore within-grade coherence by examining connections between grade-level standards. Participants apply their learning from the day’s sessions by evaluating a curriculum map for focus and within- grade coherence.

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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 the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-grade coherence.

Please see above for presentation materials

Materials

Show Less
Pathway I

6 - 8

In this morning session, participants examine the structure of the Standards, and deepen their understanding of educational equity as it relates to focus within the Standards. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

In the afternoon, participants examine the major work of this grade band by “doing the math” and diving into grade- level tasks. Then participants explore within-grade coherence by examining connections between grade-level standards. Participants apply their learning from the day’s sessions by evaluating a curriculum map for focus and within- grade coherence.

Show More

Focus in Grades 6-8

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

Materials

Focus and Within-Grade Coherence in Grades 6-8

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

Please see above for presentation materials

Materials

Show Less
Pathway I

9 - 12

In this morning session, participants examine the structure of the Standards, and deepen their understanding of educational equity as it relates to focus within the Standards. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

In the afternoon, participants examine the major work of this grade band by “doing the math” and diving into grade- level tasks. Then participants explore within-grade coherence by examining connections between grade-level standards. Participants apply their learning from the day’s sessions by evaluating a curriculum map for focus and within- grade coherence.

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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 the “Coherence” shift through the notion of within-grade coherence by examining connections between grade-level standards. They will also put their learning from both of the day’s sessions to work by evaluating a curriculum map for focus and within-course coherence.

Please see above for presentation materials

Materials

Show Less
Pathway I

K - 2

In this morning session, participants examine rigor in the Standards by “doing the math” and diving into grade- level tasks in order to more deeply understand the aspects of rigor. Participants learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

In the afternoon, participants are introduced to the Standards for Mathematical Practice. Participants will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

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Rigor in Grades K-2

This session introduces to the aspects of rigor. Participants will explore each aspect of rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor.

Materials

Rigor and the Mathematical Practices in Grades K-2

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

Please see above for presentation materials

Show Less
Pathway I

3 - 5

In this morning session, participants examine rigor in the Standards by “doing the math” and diving into grade- level tasks in order to more deeply understand the aspects of rigor. Participants learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

In the afternoon, participants are introduced to the Standards for Mathematical Practice. Participants will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

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Rigor in Grades 3-5

This session introduces to the aspects of rigor. Participants will explore each aspect of rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor.

Materials

Rigor and the Mathematical Practices in Grades 3-5

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

Please see above for presentation materials

Show Less
Pathway I

6 - 8

In this morning session, participants examine rigor in the Standards by “doing the math” and diving into grade- level tasks in order to more deeply understand the aspects of rigor. Participants learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

In the afternoon, participants are introduced to the Standards for Mathematical Practice. Participants will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More

Rigor in Grades 6-8

This session introduces to the aspects of rigor. Participants will explore each aspect of rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor.

Materials

Rigor and the Mathematical Practices in Grades 6-8

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

Please see above for presentation materials

Show Less
Pathway I

9 - 12

In this morning session, participants examine rigor in the Standards by “doing the math” and diving into grade- level tasks in order to more deeply understand the aspects of rigor. Participants learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

In the afternoon, participants are introduced to the Standards for Mathematical Practice. Participants will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More

Rigor in High School

This session introduces to the aspects of rigor. Participants will explore each aspect of rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor.

Materials

Rigor and the Mathematical Practices in High School

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

Please see above for presentation materials

Show Less
Pathway I

K - 2

In this morning session, participants further their understanding of coherence by investigating 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. Participants will come to see how coherence contributes to an equitable environment for all students.

In the afternoon, 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,” and those that contribute to equitable environments for all students.

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Across-Grade Coherence in Grades K-2

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

Materials

Instructional Practices in Grades K-2

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

Please see above for presentation materials

Materials

Show Less
Pathway I

3 - 5

In this morning session, participants further their understanding of coherence by investigating 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. Participants will come to see how coherence contributes to an equitable environment for all students.

In the afternoon, 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,” and those that contribute to equitable environments for all students.

Show More

Across-Grade Coherence in Grades 3-5

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

Materials

Instructional Practices in Grades 3-5

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

Please see above for presentation materials

Materials

Show Less
Pathway I

6 - 8

In this morning session, participants further their understanding of coherence by investigating 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. Participants will come to see how coherence contributes to an equitable environment for all students.

In the afternoon, 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,” and those that contribute to equitable environments for all students.

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.

Please see above for presentation materials

Materials

Show Less
Pathway I

9 - 12

In this morning session, participants further their understanding of coherence by investigating 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. Participants will come to see how coherence contributes to an equitable environment for all students.

In the afternoon, 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,” and those that contribute to equitable environments for all students.

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.

Please see above for presentation materials

Materials

Show Less
Pathway I

K - 2

In this morning session, participants investigate the Mathematical Language Routines as adaptations to support students learning English and those who require access to academic language, by examining their use as scaffolds for grade level tasks. Participants then study the EngageNY curriculum map for their respective grades, and consider adaptations for students with unfinished learning from prior grades.

In the afternoon, participants examine 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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Adapting Grades K-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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 4 in Grade K and Module 1 in Grades 1-2

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence, and create equitable adaptations for students with unfinished learning from prior grades and those who require access to academic language.

Please see above for presentation materials

Materials

Show Less
Pathway I

3 - 5

In this morning session, participants investigate the Mathematical Language Routines, as adaptations to support students learning English and those who are linguistically marginalized, ensuring access to grade level standards. Participants then study the EngageNY curriculum map for their respective grades, and consider adaptations for students with unfinished learning from prior grades.

In the afternoon, participants examine 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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Adapting Grades 3-5 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 5 in Grades 3 and 4, and 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 create equitable adaptations for students with unfinished learning from prior grades and those who require access to academic language.

Please see above for presentation materials

Materials

Show Less
Pathway I

6 - 8

In this morning session, participants investigate the Mathematical Language Routines, as adaptations to support students learning English and those who are linguistically marginalized, ensuring access to grade level standards. Participants then study the EngageNY curriculum map for their respective grades, and consider adaptations for students with unfinished learning from prior grades.

In the afternoon, participants examine 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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Adapting Grades 6-8 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grades 6 and 7, and 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 create equitable adaptations for students with unfinished learning from prior grades and those who require access to academic language.

Please see above for presentation materials

Materials

Show Less
Pathway I

9 - 12

In this morning session, participants investigate the Mathematical Language Routines, as adaptations to support students learning English and those who are linguistically marginalized, ensuring access to grade level standards. Participants then study the EngageNY curriculum map for their respective grades, and consider adaptations for students with unfinished learning from prior grades.

In the afternoon, participants examine 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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Adapting High School 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in High School

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence, and create equitable adaptations for students with unfinished learning from prior grades and those who require access to academic language.

Please see above for presentation materials

Materials

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Pathway I

K - 2

In this morning session, participants continue their 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.

In the afternoon, participants continue their 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.

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Adapting and Teaching Lessons, Grades K-2

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

Please see previous day for materials

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Pathway I

3 - 5

In this morning session, participants continue their 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.

In the afternoon, participants continue their 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.

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Adapting and Teaching Lessons, Grades 3-5

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

Please see previous day for materials

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Pathway I

6 - 8

In this morning session, participants continue their 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.

In the afternoon, participants continue their 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.

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Adapting and Teaching Lessons, Grades 6-8

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

Please see previous day for materials

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Pathway I

9 - 12

In this morning session, participants continue their 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.

In the afternoon, participants continue their 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.

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Adapting and Teaching Lessons, High School

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

Please see previous day for materials

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Math Pathway II

MATH II provides an in-depth opportunity to lean on the learning from MATH I to understand how to design standards-aligned instruction that supports access to on-grade-level content for students with unfinished learning and for those who speak variants of English. Practice your skills in aligning, adapting, and teaching standards-aligned mathematics in ways that promote access and equity for all while honing your ability to lead other mathematics educators in this work.

Aligning Units: Dive deeply into the examination of equitable instructional practices. Understand how standards-aligned curricula create the necessary initial conditions for implementing mathematics instruction that supports access to on-grade-level content. Use the UnboundEd content guides to identify evidence of alignment to the standards and build strategies for addressing misalignment. Apply an understanding of the role of language in shaping mathematical meaning-making for all students and identify opportunities for promoting access to rigorous mathematics instruction for linguistically marginalized learners. Build coaching moves that support teachers and other mathematics educators in their practice.

Adapting Lessons: Leverage progressions of learning in the Standards towards adapting materials for students with unfinished learning or who require language development supports. Use the principle of Coherent Content in Context to proactively design comprehensive equitable mathematics instruction adjusted to students’ level of conceptual understanding. Examine traditional planning practices to identify their impact on equitable access to effective, standards-aligned instruction. Plan coaching moves that support mathematics educators in adapting their curriculum.

Using Mathematical Tasks to Promote Student Achievement: Use the Smith and Stein model to identify how to use levels of cognitive demand to recognize high-quality, well-aligned mathematical tasks. Use high cognitive demand tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade-level by planning and orchestrating effective mathematical discourse. Develop coaching strategies to support other mathematics educators in implementing these practices.

Teaching Lessons: Identify effective facilitation strategies that promote effective mathematics instruction and build skill in providing feedback to promote their implementation. Apply these strategies to teaching a lesson’s "load bearing walls" (i.e., important standards-aligned aspects of the lesson). Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Put this new learning into practice by engaging in “buddy teaching” exercises and peer-coaching sessions.

Planning for Action: Strategize with peers and prioritize key initiatives that will help bring back and share the insights gained during the Standards Institute experience. Use a consultancy protocol to gather peer feedback on how to make your district smarter about standards-aligned instruction that support students with unfinished learning.

Pathway II

K - 5

Participants examine assumptions about the equitable implementation of standards-aligned curriculum and access to on-grade level content. Participants will build a shared understanding of factors influencing the decision-making process of practitioners and practices of the necessary conditions for the enactment of equitable instructional practices standards and shifts related to an upcoming unit of instruction. Building on the morning session, participants will examine the characteristics of rigorous mathematics instruction and explore how to adapt math instruction to support content and language development. Additionally, they will build a list of indicators of high-quality, aligned instruction and evaluate sample units of study.

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Aligning: Equity and the Standards, Language, and the Shifts - Grades K-5

AM - In this session, participants envision an educationally equitable environment using the input provided by the keynote and pre-work. Following, participants investigate the appropriateness of specific instructional strategies in promoting linguistic access to mathematical tasks and in causing equitable learning environments.
PM - Leveraging their work from the morning, participants study Parts 1 and 2 of the UnboundEd content guides to deepen their understanding of the demands the shifts of focus, coherence, and rigor place in a standards-aligned curriculum and instruction. Participants evaluate their units of study for alignment in terms of focus, coherence, rigor and linguistic access, and identify necessary next steps for improving alignment.

Materials

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Pathway II

6 - 12

Participants examine assumptions about the equitable implementation of standards-aligned curriculum and access to on-grade level content. Participants will build a shared understanding of factors influencing the decision-making process of practitioners and practices of the necessary conditions for the enactment of equitable instructional practices standards and shifts related to an upcoming unit of instruction. Building on the morning session, participants will examine the characteristics of rigorous mathematics instruction and explore how to adapt math instruction to support content and language development. Additionally, they will build a list of indicators of high-quality, aligned instruction and evaluate sample units of study.

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Aligning: Equity and the Standards, Language, and the Shifts, Grades 6-12

AM - In this session, participants envision an educationally equitable environment using the input provided by the keynote and pre-work. Following, participants investigate the appropriateness of specific instructional strategies in promoting linguistic access to mathematical tasks and in causing equitable learning environments.
PM - Leveraging their work from the morning, participants study Parts 1 and 2 of the UnboundEd content guides to deepen their understanding of the demands the shifts of focus, coherence, and rigor place in a standards-aligned curriculum and instruction. Participants evaluate their units of study for alignment in terms of focus, coherence, rigor and linguistic access, and identify necessary next steps for improving alignment.

Materials

Show Less
Pathway II

K - 5

Participants leverage progressions of learning towards adapting materials for students with unfinished learning using the principle of Coherent Content in Context. Building on the morning session, participants will proactively adjust their own instruction and use formative assessment strategies and language development supports to organize instruction that supports students with unfinished learning.

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Adapting: Using Progressions of Learning, Grades K-5

AM - In this session, participants will do a deep dive into the Standards’ progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning. 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.
PM - Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they identify students’ unfinished learning and proactively make adjustments to address these in their 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

Participants leverage progressions of learning towards adapting materials for students with unfinished learning using the principle of Coherent Content in Context. Building on the morning session, participants will proactively adjust their own instruction and use formative assessment strategies and language development supports to organize instruction that supports students with unfinished learning.

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Adapting: Using Progressions of Learning, Grades 6-12

AM - In this session, participants will do a deep dive into the Standards’ progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning. 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.
PM - Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they identify students’ unfinished learning and proactively make adjustments to address these in their instruction? After examining some fast and effective formative assessment strategies, participants will develop comprehensive instructional support plans for their units.

Materials

Show Less
Pathway II

K - 5

In this session, participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well aligned tasks and fix misaligned and low quality ones. Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.

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Analyzing & Implementing Mathematical Tasks

AM - 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, participants learn how to recognize and adjust the cognitive demand of tasks to meet students’ needs and align outcome expectations.
PM - Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this session, participants learn to design intellectually invigorating and equitable classroom environments for all students based on research-based technique.

Materials

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Pathway II

6 - 12

In this session, participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well aligned tasks and fix misaligned and low quality ones. Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.

Show More

Analyzing & Implementing Mathematical Tasks

AM - 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, participants learn how to recognize and adjust the cognitive demand of tasks to meet students’ needs and align outcome expectations.
PM - Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this session, participants learn to design intellectually invigorating and equitable classroom environments for all students based on research-based technique.

Materials

Show Less
Pathway II

K - 5

Participants identify facilitation strategies that promote effective mathematics instruction using a lesson’s "load bearing walls" and how to use this idea when planning and delivering instruction. Building on the morning session, participants apply their new learning to their own units of instruction by engaging in a “buddy teaching” exercise with extensive opportunity for feedback.

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

AM - 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.
PM - In this session, participants prepare to facilitate a load bearing wall of a lesson from their unit of study. Participants will then engage in a "buddy teaching" exercise to put new learning into practice. Finally, there will be opportunity for feedback and reflection as participants review the implications for practice of focusing instruction on delivering a lesson’s load bearing walls.

Materials

Show Less
Pathway II

6 - 12

Participants identify facilitation strategies that promote effective mathematics instruction using a lesson’s "load bearing walls" and how to use this idea when planning and delivering instruction. Building on the morning session, participants apply their new learning to their own units of instruction by engaging in a “buddy teaching” exercise with extensive opportunity for feedback.

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Teaching: Practice with Your Lessons, Grades 6-12

AM - 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.
PM - In this session, participants prepare to facilitate a load bearing wall of a lesson from their unit of study. Participants will then engage in a "buddy teaching" exercise to put new learning into practice. Finally, there will be opportunity for feedback and reflection as participants review the implications for practice of focusing instruction on delivering a lesson’s load bearing walls.

Materials

Show Less
Pathway II

K - 5

Participants strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience. Using a consultancy protocol participants draft plans and gather peer feedback on how they can make their district smarter about standards-aligned instruction that supports students with unfinished learning.

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Planning for Action

AM - In this session, participants identify an instructional challenge they have been confronted with in their professional practice and use a protocol to analyze the forces that maintain the status quo and understand possible solution paths as either adaptive challenges or technical problems.
PM - In this session, participants collaborate to design an action plan to help them successfully address the instructional challenge they have been confronted with in their professional practice. Following, participant groups engage with one another to provide feedback to their action plans to address their instructional challenge.

Materials

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Pathway II

6 - 12

Participants strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience. Using a consultancy protocol participants draft plans and gather peer feedback on how they can make their district smarter about standards-aligned instruction that supports students with unfinished learning.

Show More

Planning for Action

AM - In this session, participants identify an instructional challenge they have been confronted with in their professional practice and use a protocol to analyze the forces that maintain the status quo and understand possible solution paths as either adaptive challenges or technical problems.
PM - In this session, participants collaborate to design an action plan to help them successfully address the instructional challenge they have been confronted with in their professional practice. Following, participant groups engage with one another to provide feedback to their action plans to address their instructional challenge.

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 and deliver equitable instructional practices.

Understanding the Standards and Leading Equitable Instruction: 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 equitable instruction.

Instructional Planning, Delivery & Reflection: Through collaborative video study and ongoing reflection, analyze lesson planning, instructional moves, and standards-alignment in the classroom. Examine what it means to establish equitable educational environments in classrooms.

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. Practice observing instruction for the equitable practices that give students the opportunities they need to do grade level work. 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 while examining the structural inequities and conditions that marginalize students.

Pathway I

K-5

In this foundational morning session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, 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. Participants learn to identify prerequisite standards for grade level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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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

Show Less
Pathway I

6 - 8

In this foundational morning session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, 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. Participants learn to identify prerequisite standards for grade level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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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

Show Less
Pathway I

9 - 12

In this foundational morning session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, 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. Participants learn to identify prerequisite standards for grade level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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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

The first session, Rigor in grades K-5, begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor. In the afternoon, participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.


In the next session, Adapting for Equity in Grades K-5, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-based support is occurring for students with unfinished learning.

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Rigor in Grades K-5

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

Materials

Observing the Standards and Shifts in Grades K-5

In a continuation from the morning session, participants engage in a culminating video practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.

Please see above for presentation materials

Coaching for Equity in Grades K-5

In this session, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Please see above for presentation materials

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Pathway I

6 - 8

The first session, Rigor in Grades 6-8, begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor. In the afternoon, participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.


In the next session, Adapting for Equity in Grades 6-8, In this session, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-based support is occurring for students with unfinished learning.

Show More

Rigor in Grades 6-8

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

Materials

Observing the Standards and Shifts in Grades 6-8

In a continuation from the morning session, participants engage in a culminating video practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.

Please see above for presentation materials

Adapting for Equity in Grades 6-8

In this session, participants assess a curriculum for Focus and use across grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Please see above for presentation materials

Show Less
Pathway I

9 - 12

The first session, Rigor in High School, begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor. In the afternoon, participants engage in a culminating video and coaching practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.


In the next session, Adapting for Equity in High School, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-based support is occurring for students with unfinished learning.

Show More

Rigor in High School

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

Materials

Observing the Standards and Shifts in High School

In a continuation from the morning session, participants engage in a culminating video practice, observing and analyzing classroom instruction for standards-alignment and equitable instructional practices.

Please see above for presentation materials

Session: Adapting for Equity in High School

In this session, participants assess a curriculum for Focus and use across grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Please see above for presentation materials

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Pathway I

K - 5

In this foundational session, The Foundation in K-5, participants analyze how the standards and shifts frame rigorous ELA instruction in the elementary grades. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards.


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

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The Foundation in K-5

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction in the elementary grades. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade level text complex.

Materials

Text Complexity

Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

Please see above for presentation materials

Show Less
Pathway I

6 - 8

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction in the middle grades. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards.


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

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The Foundation in 6-8

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction in the middle grades. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade level text complex.

Materials

Text Complexity

Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

Please see above for presentation materials

Show Less
Pathway I

9 - 12

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction in high school. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards.


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

Show More

The Foundation in High School

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction in high school. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade level text complex.

Materials

Text Complexity

Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

Please see above for presentation materials

Show Less
Pathway I

K - 5

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


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

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Building Knowledge & Vocabulary in K-5

In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Materials

The Juicy Language of Text in K-5

Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a culminating coaching practice around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Please see above for presentation materials

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Pathway I

6 - 8

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


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

Show More

Building Knowledge & Vocabulary in 6-8

In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Materials

The Juicy Language of Text in 6-8

Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a culminating coaching practice around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Please see above for presentation materials

Show Less
Pathway I

9 - 12

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


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

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Building Knowledge & Vocabulary in High School

In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Materials

The Juicy Language of Text in High School

Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a culminating coaching practice around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Please see above for presentation materials

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Pathway I

K - 5

In 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.

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Organizational Systems and Structures in K-5

Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

Materials

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Pathway I

6 - 8

In 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.

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Organizational Systems and Structures in 6-8

Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

Materials

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Pathway I

9 - 12

In 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.

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Organizational Systems and Structures in High school

Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

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. ELA sessions focus on language, the interdependence between reading and writing, and the resulting impact on English learners. In math sessions, leaders learn how to more effectively support English language learners as well as students with unfinished learning from prior grades and accelerate up to grade level through quality math tasks and instruction.

Focus on Language: Deepen knowledge of standards-based content and equitable instructional practices through exploring the relationship between content and language and how language demands of complex text grow within and across grades. Examine the amplification of language in/through content and the integration of the speaking and listening standards. 

Standards-Aligned Writing: Learn how to engage students in rigorous and scaffolded text-based writing that builds knowledge and vocabulary. Practice classroom observations that train the eye to recognize standards-aligned writing across grade levels and protocols that examine the interdependencies bewteen reading and writing.

Adapting Curriculum for Equity: Learn how to effectively adapt curriculum to accelerate students with unfinished learning, 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. Understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

The Intersection of Quality Tasks and Instruction: Learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Determine what the most important questions, problems, and other "moments" are, and how to focus teachers on these when planning and delivering instruction. Practice using classroom video and protocols for coaching teachers in planning for lesson-embedded task alignment and equitable instruction.

Systems Thinking for Leaders Who Want Different Results: Conduct a systems-analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. Include the lenses of race and bias to identify the ways in which current structures, mental models and cultural values are exhibiting themselves in school. Develop a plan to address inequities and support students with unfinished learning.

 
Pathway II

K - 5

Participants will deepen their knowledge of standards-based content and equitable instructional practices through exploring the relationship between content and language and how language demands of complex text grows within and across grades. This day forms the foundation for the week, and emphasizes amplifying language in/through content, integrating the speaking and listening standards, and sets the stage for the work that follows.

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Focus on Language, Equity and Learners

In the afternoon, participants take their learning from the morning and apply their knowledge of language demands and their relationship to standards-based content and equitable instructional practices to various units and lessons through classroom video, structured protocols and collaborative work. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

Materials

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Pathway II

6 - 12

Participants will deepen their knowledge of standards-based content and equitable instructional practices through exploring the relationship between content and language and how language demands of complex text grows within and across grades. This day forms the foundation for the week, and emphasizes amplifying language in/through content, integrating the speaking and listening standards, and sets the stage for the work that follows.

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Focus on Language, Equity and Learners

In the afternoon, participants take their learning from the morning and apply their knowledge of language demands and their relationship to standards-based content and equitable instructional practices to various units and lessons through classroom video, structured protocols and collaborative work. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

Materials

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Pathway II

K - 5

Participants learn how to engage students in rigorous and scaffolded research and text based writing that builds knowledge and vocabulary. Participants will use protocols for analysis of student work samples to understand the importance of explicit instruction to support written communication that is standards-aligned.

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Standards-aligned Writing to Build Knowledge, Language and Vocabulary

In the afternoon, leaders examine the interdependence between reading, writing, speaking and listening, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Leaders will leave these sessions with turn-key professional development materials that they can implement in their schools and districts. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

Materials

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Pathway II

6 - 12

Participants use Writing for Understanding and classroom video to recognize the inherent skills and knowledge necessary for communicating understanding and analysis, the importance of explicit instruction to support them, and the decision points for instructional scaffolds.

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Standards-aligned Writing to Build Knowledge, Language and Vocabulary

In the afternoon, 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. Leaders examine the interdependence between reading, writing, and language, and how a systematic and high-quality curriculum develops standards-aligned writing abilities while also building knowledge and vocabulary.

Materials

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Pathway II

K - 5

Leaders learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Participants will understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

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Adapting Curriculum for Equity

In the afternoon, using UnboundEd Content Guides, participants apply the concept of Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Understand how to guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

Materials

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Pathway II

6 - 12

Leaders learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Participants will understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

Show More

Adapting Curriculum for Equity

In the afternoon, using UnboundEd Content Guides, participants apply the concept of Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Understand how to guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

Materials

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Pathway II

K - 5

Leaders will learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well aligned tasks and fix misaligned and low quality ones.

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The Intersection of Quality Math Tasks and Instruction

Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.
Practice using classroom video for coaching teachers in planning for lesson-embedded task alignment and delivering equitable instruction.

Materials

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Pathway II

6 - 12

Leaders will learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well aligned tasks and fix misaligned and low quality ones.

Show More

The Intersection of Quality Math Tasks and Instruction

Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.
Practice using classroom video for coaching teachers in planning for lesson-embedded task alignment and delivering equitable instruction.

Materials

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Pathway II

K - 12

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 Include the lenses of race and bias to identify the ways in which current structures, mental models and cultural values are exhibiting themselves in school. Participants will strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience. A consultancy protocol will be used to gather peer feedback on how they can make their district smarter about standards-aligned instruction that support students with unfinished learning.

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