Page Title
UnboundEd's Summer 2019 Standards Institute

Jul 8 - Jul 12, 2019 / Los Angeles

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 a previous Standards Institute to learn more!

What is Standards Institute?

 

 

Note payment information reflects special early bird pricing that ends on April 26 and will increase afterward. 

Payment Options for Non-profit/Schools/Public Entities:

1. Pay by credit card - $2,250 per person ($2,350 per person after April 26)

2. Purchase Orders and payment via Check, ACH, or Wire - $2,450 per person ($2,550 per person after April 26)

Important details about POs:

  • Issue Purchase Order: Issue a PO to ar@unbounded.org immediately and include each registrant's name and the email of the person submitting payment. All POs must be received by June 18th.
  • You will receive an invoice (via email) that can be paid electronically (by following the Quickbooks instructions) or mail a check.
  • We are a digital company and DO NOT mail invoices. 

Remit All Checks as:

Unbounded Learning, Inc.

PO Box 69046

Baltimore, MD 21264-9046

Payment Information for For-Profit Entities:

Payment accepted by credit card only - $2,700 per person

Cancellation Details

Registration closes on June 14, 2019.

The last day to cancel your registration with a full refund is June 14, barring unforeseen, extenuating circumstances. Cancel on or after June 15, 2019, but before June 30, 2019, 50% refund, however, we encourage you to find a colleague to take your place. We will not provide refunds after June 30 or if you do not show up the event. To cancel your registration, please email ar@unbounded.org or contact support.

Hotel accommodations on-site at The Westin Bonaventure Hotel & Suites (404 South Figueroa Street Los Angeles, CA 90071) and at the LA Grand Downtown are sold out as of 6/11/2019. More details about alternative accommodations will be shared in this week's email. 

 

General Information

Standards Institute is reducing our environmental impact and so many session handouts will be provided digitally. To access electronic content during the Institute, please bring the device of your choice - we recommend either a fully charged 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 that you dress in layers to ensure you are comfortable.

Knowledge Survey Pre-Test - All Pathways (Math, ELA and Leadership New & Returning 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, and equitable instructional practices.

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

Please note:

  • Please complete the Pre-test by June 20.
  • 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 2019 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 the issue of the certificate of completion.

To access the pre-test, choose the correct pathway below:

Pathway I Pre-Test
Pathway II Pre-Test

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.

To access your pre-work, choose the content area and level (pathway) option that matches your registration: 

ELA I
ELA II
Math I
Math II
Leadership I
Leadership II

Please note final learning schedules will be updated in weeks to come.

First-time Participants

ELA Pathway I
Math Pathway I
Leadership Pathway I

 

Returning Participants

ELA Pathway II
Math Pathway II
Leadership Pathway II

More keynote speakers are scheduled to be announced in the coming weeks leading up to the Standards Institute. Learn about each of them and our all-star team of facilitators. 

Meet the Keynote Speakers
Meet the Facilitators 

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.

Pathway I

P-3

The Foundation for Success
In this foundational session, participants analyze the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using key ideas to demonstrate understandings.

Show More
Show Less
Pathway I

4-5

The Foundation for Success
In this foundational session, participants analyze the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. 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.

Show More
Show Less
Pathway I

6-8

The Foundation for Success
In this foundational session, participants analyze the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. 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.

Show More
Show Less
Pathway I

9-12

The Foundation for Success
In this foundational session, participants analyze the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. 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.

Show More
Show Less
Pathway I

P-3

Close Reading and Complex Text
Participants explore the process for close reading complex text and how a planning sequence that includes masterful, close, and independent reading supports students in accessing complex text. Next, participants work with Juicy Sentences to understand the role of syntax in complex text and explore how aligned resources can be scaffolded to make complex texts accessible to all students.

Show More
Show Less
Pathway I

4-5

The Language of Complex Text
On day 2, participants examine complex text through close reading couched in principles of equity and language. Participants examine planning and instructional implications based on an understanding of text complexity, including instructional scaffolds that can support student access to complex text. Finally, participants work with protocols that enhance reading comprehension and support student language, fluency, and writing at the sentence level.

Show More
Show Less
Pathway I

6-8

The Language of Complex Text
On day 2, participants examine complex text through close reading couched in principles of equity and language. Participants examine planning and instructional implications based on an understanding of text complexity, including instructional scaffolds that can support student access to complex text. Finally, participants work with protocols that enhance reading comprehension and support student language, fluency, and writing at the sentence level.

Show More
Show Less
Pathway I

9-12

Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text
Day 2 begins as participants unpack the Principles of Language Equity and Learners, the Standards, and the link between knowledge, vocabulary, and fluency. In the afternoon, participants engage in a protocol that accelerates student knowledge to support access to complex text

Show More
Show Less
Pathway I

P-3

Early Literacy: Phonics and Fluency
Day 3 involves a deep dive into the Foundational Skills and why a systematic phonics approach is critical to reading success. Participants also explore multiple reading programs to identify how each can be aligned to create a comprehensive literacy approach. Finally, participants examine the role that fluency development plays in the process of learning how to read, and how we can leverage fluency to improve comprehension.

Show More
Show Less
Pathway I

4-5

Accessing Text: Building Knowledge and Close Reading
In this session, participants examine the planning and instructional implications of intentional fluency-building activities and engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading progressively complex texts. Following this, participants move into close reading, where they examine aligned text-dependent questions and develop scaffolding questions to support equitable access and comprehension.

Show More
Show Less
Pathway I

6-8

Accessing Text: Building Knowledge and Close Reading
In this session, participants examine the planning and instructional implications of intentional fluency-building activities and engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading progressively complex texts. Following this, participants move into close reading, where they examine aligned text-dependent questions and develop scaffolding questions to support equitable access and comprehension.

Show More
Show Less
Pathway I

9-12

Close Reading and Complex Text
On day 3, participants examine complex text through close reading couched in the principles of equity and language. Participants examine planning and instructional implications based on an understanding of text complexity. Finally, participants work with protocols that enhance reading comprehension and support student language, fluency, and writing at the sentence level.

Show More
Show Less
Pathway I

P-3

Developing Standards-Aligned Instructional Sequences
Day 4 begins an application of much of the learning from Days 1-3. Participants analyze text to choose one that is appropriately engaging and complex that they use to build a multi-day read-aloud course of study. Participants begin a backward design process to plan for multiple reads and develop an instructional sequence using their analysis of text complexity with their chosen text to create questions standards-aligned questions.

Show More
Show Less
Pathway I

4-5

Attending to Language, Craft, and Structure
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

Attending to Language, Craft, and Structure
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

Attending to Language, Craft, and Structure
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

P-3

Bringing it all Together with a Focus on Equity
In this session, participants work collaboratively to populate their instructional sequences with questions, scaffolding, and attention to equity and access to text for all students. Participants have opportunities for individual consultation with facilitators and the development of next steps.

Show More
Show Less
Pathway I

4-5

Bringing it all Together with a Focus on Equity
In this session, 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 equitable instruction, diversity of perspective, complex texts, text-dependent questions, and writing from sources. Participants have opportunity for individual consultation with facilitators around the development of next steps and how to transition Institute learning to actionable practice.

Show More
Show Less
Pathway I

6-8

Bringing it all Together with a Focus on Equity
In this session, 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 equitable instruction, diversity of perspective, complex texts, text-dependent questions, and writing from sources. Participants have opportunity for individual consultation with facilitators around the development of next steps and how to transition Institute learning to actionable practice.

Show More
Show Less
Pathway I

9-12

Bringing it all Together with a Focus on Equity
In this session, 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 equitable instruction, diversity of perspective, complex texts, text-dependent questions, and writing from sources. Participants have opportunity for individual consultation with facilitators around the development of next steps and how to transition Institute learning to actionable practice.

Show More
Show Less

ELA Pathway II

ELA II provides an in-depth exploration of instructional scaffolding with an emphasis on levels of English proficiency using existing aligned curriculum.

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: 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 between reading and writing.

Using the Right Writing Tasks to Promote Student Achievement: Apply knowledge from synthesis of research on Writing Assignments to prepare to assess whether or not your grade/class/school is on track with writing standards alignment. Dive deep into lesson sequences by doing the work of the lessons to deconstruct how standards-aligned writing tasks evolve and review lesson sequences based on a deeper understanding of the writing standards. Understand the connection between writing, language and equity in order to apply that understanding in task design and scaffolding.

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 peers and prioritize key initiatives to share with home districts and colleagues. Include the lenses of race and bias to identify the ways in which current structures and values exhibit themselves in school. Develop a plan to address inequities and ensure all students have access to standards-aligned instruction.

 
Pathway II

K-5

Understanding Language
In this foundational day, participants deepen their knowledge of standards-based content and equitable instructional practices through examination of essential conditions required for accelerating language development. Participants examine the intersection of academic language, academic conversations, and the standards and begin exploration of educational practices that support language development.

Show More
Show Less
Pathway II

6-12

Understanding Language
In this foundational day, participants deepen their knowledge of standards-based content and equitable instructional practices through examination of essential conditions required for accelerating language development. Participants examine the intersection of academic language, academic conversations, and the standards and begin exploration of educational practices that support language development.

Show More
Show Less
Pathway II

K-5

Scaffolding Up to Standards-Aligned Tasks
Participants take a more complex look at the Writing standards by examining their intersection with the Language standards and the Speaking and Listening standards, as well as the implications of that intersection for instruction that maintains grade-level rigor. Armed with this knowledge, participants engage in a protocol to review the writing tasks they worked with on Day 1. Participants also engage in a deep dive around scaffolding as they begin a scaffolding process with existing lessons.

Show More
Show Less
Pathway II

6-12

Scaffolding Up to Standards-Aligned Tasks
Participants take a more complex look at the Writing standards by examining their intersection with the Language standards and the Speaking and Listening standards, as well as the implications of that intersection for instruction that maintains grade-level rigor. Armed with this knowledge, participants engage in a protocol to review the writing tasks they worked with on Day 1. Participants also engage in a deep dive around scaffolding as they begin a scaffolding process with existing lessons.

Show More
Show Less
Pathway II

K-5

Building and Processing Knowledge and Language
Participants learn how to leverage Expert Packs as scaffolding to build knowledge and vocabulary so that students may more successfully work with complex texts. Participants engage in steps of Expert Pack development and explore several collaborative protocols as a way for students to use productive modalities to amplify language. Participants then apply their learning by incorporate scaffolds into instructional sequences begun on Day 2 with an emphasis on writing tasks.

Show More
Show Less
Pathway II

6-12

Building and Processing Knowledge and Language
Participants learn how to leverage Expert Packs as scaffolding to build knowledge and vocabulary so that students may more successfully work with complex texts. Participants engage in steps of Expert Pack development and explore several collaborative protocols as a way for students to use productive modalities to amplify language. Participants then apply their learning by incorporate scaffolds into instructional sequences begun on Day 2 with an emphasis on writing tasks.

Show More
Show Less
Pathway II

K-5

Academic Language Supports and Standards-Aligned Writing Instruction
Participants identify the discrete academic language skills needed for oral and written expression and explore research-based recommendations for scaffolding writing tasks for ELs with attention to grade-level language standards that align to writing skills. Participants collaborate around development of writing scaffolds at the word, sentence, and text/idea level.

Show More
Show Less
Pathway II

6-12

Academic Language Supports and Standards-Aligned Writing Instruction
Participants identify the discrete academic language skills needed for oral and written expression and explore research-based recommendations for scaffolding writing tasks for ELs with attention to grade-level language standards that align to writing skills. Participants collaborate around development of writing scaffolds at the word, sentence, and text/idea level.

Show More
Show Less
Pathway II

K-5

Planning for Action
In this session, 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.

Show More
Show Less
Pathway II

6-12

Planning for Action
In this session, 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.

Show More
Show Less

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

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards, and 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 session, participants examine the structure of the Standards, and deepen their understanding of educational equity. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards, and 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 session, participants examine the structure of the Standards, and deepen their understanding of educational equity. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards, and 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 session, participants examine the structure of the Standards, and deepen their understanding of educational equity. Participants learn to identify major, supporting, and additional standards, coming to see “themes” of the major work within this grade band.

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards, and 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 session, participants begin an examination of the “Rigor” shift by reconsidering the traditional definition of rigor. Once again, participants will engage in “doing the math” of carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

Building on the morning session, participants continue to 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 are introduced to the Standards for Mathematical Practice, and 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 session, participants begin an examination of the “Rigor” shift by reconsidering the traditional definition of rigor. Once again, participants will engage in “doing the math” of carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

Building on the morning session, participants continue to 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 are introduced to the Standards for Mathematical Practice, and 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 session, participants begin an examination of the “Rigor” shift by reconsidering the traditional definition of rigor. Once again, participants will engage in “doing the math” of carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

Building on the morning session, participants continue to 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 are introduced to the Standards for Mathematical Practice, and 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 session, participants begin an examination of the “Rigor” shift by reconsidering the traditional definition of rigor. Once again, participants will engage in “doing the math” of carefully selected tasks in order to more deeply understand the aspects of rigor in the Standards. They will also learn to identify aspects of rigor in an aligned unit of instruction, and will come to see how rigor contributes to an equitable environment for all students.

Building on the morning session, participants continue to 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 are introduced to the Standards for Mathematical Practice, and 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 session, participants further their 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 support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

Building on the morning session, 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 session, participants further their 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 support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

Building on the morning session, 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 session, participants further their 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 support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

Building on the morning session, 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 session, participants further their 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 support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

Building on the morning session, 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 session, participants learn about the Mathematical Language Routines, as adaptations to support language development and the development of mathematical understanding. Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Building on the morning session, 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 and language development.

Show More
Show Less
Pathway I

3-5

In this session, participants learn about the Mathematical Language Routines, as adaptations to support language development and the development of mathematical understanding. Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Building on the morning session, 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 and language development.

Show More
Show Less
Pathway I

6-8

In this session, participants learn about the Mathematical Language Routines, as adaptations to support language development and the development of mathematical understanding. Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Building on the morning session, 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 and language development.

Show More
Show Less
Pathway I

9-12

In this session, participants learn about the Mathematical Language Routines, as adaptations to support language development and the development of mathematical understanding. Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Building on the morning session, 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 and language development.

Show More
Show Less
Pathway I

K-2

In this session, participants continue their study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades and language development. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Building on the morning session, participants continue their study of an EngageNY module with attention to students with unfinished learning from prior grades and language development. 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 session, participants continue their study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades and language development. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Building on the morning session, participants continue their study of an EngageNY module with attention to students with unfinished learning from prior grades and language development. 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 session, participants continue their study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades and language development. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Building on the morning session, participants continue their study of an EngageNY module with attention to students with unfinished learning from prior grades and language development. 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 session, participants continue their study of an EngageNY module from the previous day with attention to students with unfinished learning from prior grades and language development. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Building on the morning session, participants continue their study of an EngageNY module with attention to students with unfinished learning from prior grades and language development. 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 linguistically marginalized student groups. 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. Build coaching moves that support teachers and other mathematics educators in their practice.

Adapting Lessons: Apply your understanding of the role of language in shaping mathematical meaning-making of all students and identify opportunities for promoting access to rigorous mathematics instruction for linguistically marginalized learners. 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 your new learning into practice by engaging in “buddy teaching” exercises and peer-coaching sessions.

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 supports students with unfinished learning.

Pathway II

K-5

In this session, participants examine assumptions about the equitable implementation of standards-aligned curriculum and access to grade-level content. Participants will build a shared understanding of factors influencing the decision-making process of practitioners, and the necessary conditions for the enactment of equitable instructional practices standards and shifts related to an upcoming unit of instruction. Through the study of Parts 1 and 2 of the UnboundEd content guides, participants will understand what the shifts of focus, coherence, and rigor look like for the standards addressed in their unit of instruction.

Building on the morning session, participants will develop a list of indicators of high-quality, aligned instruction and evaluate units for alignment in terms of focus, coherence, rigor, and identify next steps for improving alignment.

Show More
Show Less
Pathway II

6-12

In this session, participants examine assumptions about the equitable implementation of standards-aligned curriculum and access to grade-level content. Participants will build a shared understanding of factors influencing the decision-making process of practitioners, and the necessary conditions for the enactment of equitable instructional practices standards and shifts related to an upcoming unit of instruction. Through the study of Parts 1 and 2 of the UnboundEd content guides, participants will understand what the shifts of focus, coherence, and rigor look like for the standards addressed in their unit of instruction.

Building on the morning session, participants will develop a list of indicators of high-quality, aligned instruction and evaluate units for alignment in terms of focus, coherence, rigor, and identify next steps for improving alignment.

Show More
Show Less
Pathway II

K-5

In this session, participants will understand what rigorous mathematics instruction that attends to language development looks like, and how to adapt math instruction to support content and language development.

Building on the morning session, participants will leverage progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning, and identify and better understand the highest-leverage progressions for specific units using the principle of Coherent Content in Context. Participants will detect gaps in students’ learning and proactively adjust their own instruction and examine and use formative assessment strategies and language development supports to develop comprehensive instructional plans for specific units.

Show More
Show Less
Pathway II

6-12

In this session, participants will understand what rigorous mathematics instruction that attends to language development looks like, and how to adapt math instruction to support content and language development.

Building on the morning session, participants will leverage progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning, and identify and better understand the highest-leverage progressions for specific units using the principle of Coherent Content in Context. Participants will detect gaps in students’ learning and proactively adjust their own instruction and examine and use formative assessment strategies and language development supports to develop comprehensive instructional plans for specific units.

Show More
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 provide students access to grade-level content by planning and orchestrating effective mathematical discourse.

Show More
Show Less
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 provide students access to grade-level content by planning and orchestrating effective mathematical discourse.

Show More
Show Less
Pathway II

K-5

In this session, 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.

Show More
Show Less
Pathway II

6-12

In this session, 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.

Show More
Show Less
Pathway II

K-5

In this session, 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.

Building on the morning session, 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.

Show More
Show Less
Pathway II

6-12

In this session, 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.

Building on the morning session, 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.

Show More
Show Less

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 an 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

Focus and Coherence in Grades K-5
In this foundational 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

Focus and Coherence in Grades 6-8
In this foundational 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

Focus and Coherence in High School
In this foundational 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

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.

Adapting 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 with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Show More
Show Less
Pathway I

6-8

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.

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 with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Show More
Show Less
Pathway I

9-12

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.

Adapting for Equity in Grades 9-12
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 with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

Show More
Show Less
Pathway I

K-5

The Foundation in K-5
In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. 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.

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.

Show More
Show Less
Pathway I

6-8

The Foundation in 6-8
In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. 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.

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.

Show More
Show Less
Pathway I

9-12

The Foundation in High School
In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. 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.

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.

Show More
Show Less
Pathway I

K-5

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.

Scaffolds for Student Success 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 consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Show More
Show Less
Pathway I

6-8

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.

Scaffolds for Student Success 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 consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Show More
Show Less
Pathway I

9-12

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.

Scaffolds for Student Success 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 consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

Show More
Show Less
Pathway I

K-5

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 the opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

Show More
Show Less
Pathway I

6-8

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 the opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

Show More
Show Less
Pathway I

9-12

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 the opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

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 its impact on English learners.  In math sessions, leaders learn how to more effectively support Engish 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 between 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

Focus on Language Equity and Learners
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.

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.

Show More
Show Less
Pathway II

6-12

Focus on Language Equity and Learners
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.

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.

Show More
Show Less
Pathway II

K-5

Standards-aligned Writing
Leaders 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.

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.

Show More
Show Less
Pathway II

6-12

Standards-aligned Writing
Leaders 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.

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.

Show More
Show Less
Pathway II

K-5

Adapting Curriculum for Equity
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.

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.

Show More
Show Less
Pathway II

6-12

Adapting Curriculum for Equity
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.

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.

Show More
Show Less
Pathway II

K-5

The Intersection of Quality Math Tasks and Instruction
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.

Building on the morning session, participants will use tasks and The Five Practices 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
Show Less
Pathway II

6-12

The Intersection of Quality Math Tasks and Instruction
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.

Building on the morning session, participants will use tasks and The Five Practices 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
Show Less
Pathway II

K-5

Systems Thinking for Leaders Who Want Different Results
In this culminating session, leaders turn to systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. Participants 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.

In the afternoon, 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 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.

Show More
Show Less
Pathway II

6-12

Systems Thinking for Leaders Who Want Different Results
In this culminating session, leaders turn to systems analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. Participants 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.

In the afternoon, 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 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.

Show More
Show Less