Page Title
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?

 

 

Registration is now open: Click here to register.

Payment by credit card: $1,999

Payment by PO, check, ACH: $2,250

Special hotel room rate: $229 plus taxes

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.

 

 

Hotel Reservations

The Sheraton San Diego Hotel & Marina 

1380 Harbor Island Dr

San Diego, California 92101

United States

Room Rate: $229 per night, plus taxes

Click here or call 1-877-734-2726 and mention “UnboundEd” to secure your hotel reservation using our discounted rate.



For hotel group reservations of 9 or more people, contact Esther Quiroz at the Sheraton directly to secure needed reservations:

Esther Quiroz, Group Rooms Coordinator

Sheraton San Diego Hotel & Marina

Main Office: (619) 692-2777

Direct: (619) 692-2785

Esther.Quiroz@marriott.com

First-time Participants

ELA Pathway I
Math Pathway I
Leadership I

 

Returning Participants

ELA Pathway II
Math Pathway II
Leadership II

 

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
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
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
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
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
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
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
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
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
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.

Show More
Show Less
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
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less

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.

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.

Show More
Show Less
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.

Show More
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
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.

Show More
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.

Show More
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.

Show More
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
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
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.

Show More
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
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
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
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 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.

Show More
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.

Show More
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.

Show More
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less

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.

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.

Show More
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.

Show More
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.

Show More
Show Less
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.

Show More
Show Less
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
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
Show Less
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.

Show More
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.

Show More

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.

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
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.

Show More
Show Less
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
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less
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.

Show More
Show Less

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.