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Winter 2016 Standards Institute

February 17 - 20, 2016 / Boston, MA

This winter, join educators from across the country for an intensive and transformative learning experience designed to improve, build, and sustain instructional excellence.

Teachers, coaches, and specialists can join an ELA or math pathway focusing on curriculum and instruction. Principals, administrators, superintendents, and officers can join the leadership pathway focusing on leadership, systems and structures, and curriculum and instruction. 

Come as a team of practitioners from your school, district or network to build a common understanding of the intersection of the standards, content expertise, and systems so that students perform better against the standards. Watch a short video about our July Standards Institute to learn more!

July Standards Institute

 

Course Design Theory

By engaging both the conceptual and practical aspects of each topic, educators will achieve a broader understanding of the why and the how to improve practice. This approach provides strategies for meeting the varied needs of the students in their classroom and schools, including students with gaps in knowledge and skills.

General Information

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

Please dress casually and comfortably. The meeting spaces may be cool; we suggest you bring additional layers to ensure you are comfortable.

Free Common Core Standards App

Prior to the Winter 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.

Knowledge Survey - All Pathways (Math, ELA and Leadership)

We are pleased to have you join us at the Standards Institute for an immersive learning experience. To help us better prepare to meet your needs, and to gather information about the impact of the Institute on your learning, please complete this 10-15 minute anonymous survey about your current knowledge of the learning objectives. We do not expect that you will know the answers to all the questions right now. You will also be asked the same questions again later to see how your knowledge has changed. We thank you for your time. If the link above does not work, please paste the following into your browser: https://standardsinstitutes.typeform.com/to/im3riR

Black Minds Matter: A Conversation with Sonja Brookins Santelises and Ryan Smith 

We are pleased to invite you to attend a special event at the Standards Institute on Wednesday, February 17 from 4:15 - 6:00 pm

Kate Gerson will host as Sonja and Ryan discuss the The Education Trust-West's important report, including challenges and proposed recommendations to address the systemic inequities bearing down on young Black Californians. They will candidly talk about these findings and help each of us consider ways to take action in our districts, schools and classrooms to address educational disparities for Black minds nationwide, with the sense of fierce urgency all of our students deserve. 

Sonja Brookins Santelises is vice president of K-12 Policy and Practice at The Education Trust

Ryan Smith is the executive director of The Education Trust-West

To download a copy of the report, visit The Education Trust-West’s website.

Waterfront Restaurants & Westin Hotel Map

Please find a comprehensive list of Boston's waterfront restaurants that are close to the Westin hotel.

Please find a map of the Westin Hotel.

ELA Pathway

PK-3 Pathway

(1) (Required) Please bring with you a text--ideally a non-fiction that is aligned with topics you currently address in your classroom. The text should be above your students' reading abilities. We will work to build a several-day, read-aloud project with the text for your students. 

(2) (Required) Read the following articles and annotate them for any striking ideas and questions they might raise:

4-12 Pathway

(1) (Required) Read the following articles and annotate them for any striking ideas and questions they might raise:

Math Pathway

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

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

(2) (Required) Please bring with you a copy of the Common Core Standards (paper or digital format). Participation in activities in every session will depend on your access to the standards.

(3) (Required) Please download the EngageNY module(s) that you will be studying at our Institute. These are available here: EngageNY module(s). See below for details about the modules being studied in each grade/course:

  • Grades K, 1, 6, 7, Algebra I, Geometry, Algebra II: Module 1
  • Grade 2: Module 1 and 2
  • Grades 3 and 4: Module 5
  • Grade 5: Module 3
  • Grade 8: Modules 5 and 6

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

Leadership Pathway

For our four-day learning sequence for leaders, please read and annotate the following articles prior to coming to the Wednesday, February 17, sessions:

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

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

For the  Thursday, February 18, secondary leaders should please read these texts in advance:

(1) Grades 6-8 – “Commonwealth Club Address” by Cesar Chavez 

(2) Grades 9-12 – “The Souls of Black Folk” by W.E.B. Du Bois 

Keynote Presentations

Keynote: Welcome to the Standards Institute with Kate Gerson

Keynote: Using Standards to Foster Academic Community for Low Income Students and Students of Color with Sonya Santelises

Keynote: What To Look for in Curriculum and Teaching with David Liben 

Keynote: Music is Not in the Guitar with Andrew Chen 

Keynote: The Why – The How – The What’s with Dr. Tommy Chang

Keynote Bios

We are excited to welcome a distinguished group of education leaders and experts as our keynote speakers. Read their bios here.

The ELA Pathway is an interactive and learner-driven experience that focuses on how higher standards-aligned instruction manifests itself in both theory and practice.
 

ELA Pathway Schedule

Establishing a Solid Foundation for Instruction

Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students through curriculum toward the goal of college and career readiness. Through work with open educational resources, understand how to immerse students in a learning environment that regularly engages them with building fluency, knowledge, vocabulary and comprehension in the classroom.

Instructional Planning, Delivery & Reflection

Through collaborative video study and ongoing reflection, engage in powerful discourse regarding planning, instructional moves, and standards alignment in the classroom.

Complex Text and Higher Standards

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

P-5

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

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Session 1: Foundation

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

Materials

Session 2: Components of a Comprehensive Literacy Program in Elementary School

Participants examine the critical role of early literacy and elements in an early literacy program, with specific focus on foundational skills standards and the process (and remediation) of learning to read.

Please see above for presentation and materials

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6-12

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

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Session 1: Foundation

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

Materials

Session 2: Text Complexity

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

Please see above for presentation and materials

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P-3

Following an exploration of how students build knowledge and vocabulary through a module study, participants explore how close reading, sentence deconstruction and tailored instruction support struggling students in accessing complex text in the classroom.

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Session 1: Complex Text in the Classroom

Participants examine an aligned approach to teaching texts through “Nasreen’s Secret School” from Expeditionary Learning’s Grade 3 Module 1, as well as develop, revise, and assess text dependent questions.

Materials

Session 2: The Juicy Language of Text

Participants determine the role of syntax in complex text, and practice close reading and text dissection at the sentence level to support struggling students with literacy. They examine how CCSS aligned resources can be used to teach syntax and develop student proficiency with CCSS language standards, as well as ensure that instruction addresses syntax for elementary readers.

Please see above for presentation and materials

Session 3: Planning the Core

Participants identify how standards are assessed and addressed throughout a module, determine opportunities for scaffolding to prepare students for assessment with grade appropriate text, and design a learning experience for struggling students within the module.

Please see above for presentation and materials

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4-5

Opening with an exploration of how students build knowledge and vocabulary through a module study, participants explore how close reading, sentence deconstruction and tailored instruction support struggling students in accessing complex text in the classroom.

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Session 1: Complex Text in the Classroom

Participants examine an aligned approach to teaching texts through “The Birth of the Haudenosaunee” from the Expeditionary Learning Module 1 Unit 1 Grade 4: “Becoming a Close Reader and Writing to Learn: Oral Tradition, Symbolism, Building Community,” as well as develop, revise, and assess text dependent questions.

Materials

Session 2: The Juicy Language of Text

Participants determine the role of syntax in complex text, and practice close reading and text dissection at the sentence level to support struggling students with literacy. They examine how CCSS aligned resources can be used to teach syntax and develop student proficiency with CCSS language standards, as well as ensure that instruction addresses syntax for elementary readers.

Please see above for presentation and materials

Session 3: Planning the Core

Participants identify how standards are assessed and addressed throughout a module, determine opportunities for scaffolding to prepare students for assessment with grade appropriate text, and design a learning experience for struggling students within the module.

Please see above for presentation and materials

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6-8

Starting with an ELA unit study that demonstrates how students build knowledge and vocabulary, participants next explore how close reading, sentence deconstruction and tailored instruction support struggling students in accessing complex text in the classroom.

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Session 1: Complex Text in the Classroom

Participants examine, as teachers and students, an aligned approach to teaching texts through Odell Education Core Proficiencies Unit Making Evidence­ Based Claims with “California Commonwealth Club Address” (Cesar Chavez), and then develop, revise, and assess text dependent questions aligned to standards to promote deeper learning and support struggling students.

Materials

Session 2: The Juicy Language of Text

Participants determine the role of syntax in complex text, and practice close reading and text dissection at the sentence level to support struggling students with literacy. They examine how CCSS aligned resources can be used to teach syntax and develop student proficiency with CCSS language standards, as well as ensure that instruction addresses syntax for middle level readers.

Please see above for presentation and materials

Session 3: Planning the Core

Participants identify how standards are assessed and addressed throughout an OE Unit, which is embedded in Grade 7 Module 2A of Expeditionary Learning’s Curriculum. They identify opportunities for scaffolding to prepare students for assessment with grade appropriate text, and then design a learning experience for struggling students within the module.

Please see above for presentation and materials

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9-12

Following an exploration of how students build knowledge and vocabulary through engaging in an ELA unit, participants study how close reading, sentence deconstruction and tailored instruction support struggling students in accessing complex text in the classroom.

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Session 1: Complex Text in the Classroom

Participants examine an aligned approach to teaching texts through “The Short Happy Life of Francis Macomber” in Grade 9 from the Odell Education Core Proficiencies Unit 1, followed by the development, revision and assessment of text dependent questions.

Materials

Session 2: The Juicy Language of Text

Participants determine the role of syntax in complex text, and practice close reading and text dissection at the sentence level to support struggling students with literacy. They examine how CCSS aligned resources can be used to teach syntax and develop student proficiency with CCSS language standards, as well as ensure that instruction addresses syntax for elementary readers.

Please see above for presentation and materials

Session 3: Planning the Core

Participants identify how the standards are assessed and addressed throughout a module, determine the opportunities for scaffolding to prepare students for assessment with grade appropriate text. As a conclusion, participants design a learning experience for struggling students within the module being studied.

Please see above for presentation and materials

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P-3

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

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Session 1: The Read Aloud Project: Choosing Text

Participants analyze text to choose an appropriately engaging and complex text around which to build a multi­day read­aloud course of study.

Materials

Session 2: The Big Idea: Planning with End in Mind

Participants engage in backward design to plan with text purposefully selected for multiple reads that culminates with an appropriate assessment.

Please see above for presentation and materials

Session 3: Developmentally Appropriate Rigor: Planning Questions and Activities to Support All Students

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

Please see above for presentation and materials

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4-5

Beginning with an overview of a standards-aligned curriculum model that emphasizes the importance of a volume of reading to grow student knowledge, participants toggle between a teacher and student lens as they engage in the study of a unit with an emphasis on reading, writing, and protocols that bring the shifts and standards to life.

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EL Session 2: Text and Topics: Volume of Reading

Participants engage in a simulation to show them through experience how quickly you can gain enough knowledge and vocabulary on a topic through reading to engage in discussion and read increasingly complex texts in sets around compelling topics.

Materials

EL Session 3: Bringing Texts to Life

Participants engage in a model lesson in order to grapple with a complex text as an adult, then apply this process to the classroom.

Materials

EL Session 4: CCSS Aligned Writing in Elementary and Middle Grade Classrooms

Participants learn about the types of writing required by the Common Core Learning Standards, along with EL Education’s approach to teaching writing both within the curriculum modules and other areas of English Language Arts.

Materials

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6-8

Following an overview of a standards-aligned curriculum model that emphasizes the importance of a volume of reading to grow student knowledge, participants toggle between a teacher and student lens as they engage in the study of a unit with an emphasis on reading, writing, and protocols that bring the shifts and standards to life.

Show More

EL Session 2: Text and Topics: Volume of Reading

Participants engage in a simulation to show them through experience how quickly you can gain enough knowledge and vocabulary on a topic through reading to engage in discussion and read increasingly complex texts in sets around compelling topics.

Materials

EL Session 3: Bringing Texts to Life

Participants engage in a model lesson in order to grapple with a complex text as an adult, then apply this process to the classroom.

Materials

EL Session 4: CCSS Aligned Writing in Elementary and Middle Grade Classrooms

Participants learn about the types of writing required by the Common Core Learning Standards, along with EL Education’s approach to teaching writing both within the curriculum modules and other areas of English Language Arts.

Materials

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9-12

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

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Session 1: Introduction to Teaching CCSS Argumentation

Through video, reading, work and discussion, participants engage with the specific reading and writing standards that frame argumentation in the standards.

Materials

Session 2: Analyzing Argument Terms and Case Study

Participants are introduced to the tools and handouts that facilitate student acquisition of conceptual knowledge, and engage in a case study around how students understand argument terms, applicable also to informational text.

Please see above for presentation and materials

Session 3: Analyzing Arguments on a Topic

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

Please see above for presentation and materials

Session 4: Evaluating Arguments and Developing a Position

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

Please see above for presentation and materials

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P-3

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

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Session 1: RAP: Creating and Sharing a Read Aloud Lesson Sequence

Participants work in teams to populate their RAP templates with text dependent questions and activities. They provide and receive real-­time feedback.

Materials

Session 2: Research in the Early Elementary Grades

Participants explore Research Packs aligned to the NGSS (Next Generation Science Standards) and how elementary students can engage in rigorous and relevant research, even before they can read independently.

Please see above for presentation and materials

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4-5

These sessions focus on the practical application of curriculum, including how teachers can adjust pacing in a lesson without compromising rigor, implement scaffolds to ensure all learners have access to strong instruction around complex text, and culminating in a “Conversation Cafe” where participants have the opportunity to work one-on-one with curriculum developers.

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EL Session 5: Lesson Level Pacing

Participants make decisions with regard to pacing, first addressing instructional strategies that may impact pacing. Next, they analyze a module lesson plan, anticipate possible challenges in regards to pacing and propose possible adaptations. Participants make decisions that protect the integrity of the standards.

Materials

EL Session 7: Conversation Café

Participants discuss and problem solve common issues and concerns related to module implementation--developing effective professional development sessions from the turnkey materials, building trust and engagement among teachers, supporting principals, coordinating efforts with other initiatives, and other topics that they themselves suggest.

Materials

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6-8

In this final day, participants focus on the practical application of curriculum, including how teachers can adjust pacing in a lesson without compromising rigor and implement scaffolds to ensure all learners have access to strong instruction around complex text, culminating in a “Conversation Cafe” opportunity to work one-on-one with curriculum developers.

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EL Session 5: Lesson Level Pacing

Participants make decisions with regard to pacing, first addressing instructional strategies that may impact pacing. Next, they analyze a module lesson plan, anticipate possible challenges in regards to pacing and propose possible adaptations. Participants make decisions that protect the integrity of the standards.

Materials

EL Session 6: Scaffolding for Student Success

Participants are empowered to help all students meet the rigor of the CCSS through the scaffolding of instruction.

Materials

EL Session 7: Conversation Café

Participants discuss and problem solve common issues and concerns related to module implementation ­­ developing effective professional development sessions from the turnkey materials, building trust and engagement among teachers, supporting principals, coordinating efforts with other initiatives, and other topics that they themselves suggest.

Materials

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9-12

Participants return to the unit on argumentation, considering additional arguments, developing a position, and learning about the process to develop and strengthen writing. The day culminates with conversation around open educational resources implementation in the classroom with the developer of the curriculum.

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Session 1: Building an Evidence Based Argument

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

Materials

Session 2: A Criterion Approach to Developing Writing

Participants explore how the CP Units build knowledge and support all learners in building literacy proficiency and apply this process to their own curriculum.

Please see above for presentation and materials

Session 3: Reflection on Argumentation and Workshop

Participants will ask questions and reflect on implications of workshops for their own classrooms.

Please see above for presentation and materials

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

Math Pathway Schedule

Understanding the Mathematical Standards and Shifts

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

Instructional Practice

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

Deepening Content Knowledge

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

K-2

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

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Session 1: Focus in K-2

In this session, participants deepen understanding of the standards in Grades K-­2 by "doing the math." They gain a deeper understanding of what content is emphasized, and why, as well as an improved understanding of how to analyze tasks for alignment to math content standards.

Materials

Session 2: Coherence in K­-2

Participants examine selected OER problems that illustrate important connections within a grade. Dive deep into coherence across grades by carefully looking at the progression of content described by the standards, with an emphasis on applying across­grade coherence to support students below grade­level.

Please see above for presentation materials

Materials

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3-5

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

Show More

Session 1: Focus in 3-5

In this session, participants deepen understanding of the standards in Grades 3-­5 by "doing the math." They gain a deeper understanding of what content is emphasized, and why, as well as an improved understanding of how to analyze tasks for alignment to math content standards.

Materials

Session 2: Coherence in 3-5

Participants examine selected OER problems that illustrate important connections within a grade. Dive deep into coherence across grades by carefully looking at the progression of content described by the standards, with an emphasis on applying across­grade coherence to support students below grade­level.

Please see above for presentation materials

Materials

Show Less

6-8

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

Show More

Session 1: Focus in 6-8

In this session, participants deepen understanding of the standards in Grades 6­-8 by "doing the math." They gain a deeper understanding of what content is emphasized, and why, as well as an improved understanding of how to analyze tasks for alignment to math content standards.

Materials

Session 2: Coherence in 6-8

Participants examine selected OER problems that illustrate important connections within a grade. Dive deep into coherence across grades by carefully looking at the progression of content described by the standards, with an emphasis on applying across­grade coherence to support students below grade­level.

Please see above for presentation materials

Materials

Show Less

High School

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

Show More

Session 1: Focus in High School

In this session, participants deepen understanding of the standards in High School by "doing the math." They gain a deeper understanding of what content is emphasized, and why, as well as an improved understanding of how to analyze tasks for alignment to math content standards.

Materials

Session 2: Coherence in High School

Participants examine selected OER problems that illustrate important connections within a grade. Dive deep into coherence across grades by carefully looking at the progression of content described by the standards, with an emphasis on applying across­ grade coherence to support students below grade ­level.

Please see above for presentation materials

Materials

Show Less

K-2

These sessions address the instructional shift of rigor in grades K-2 (using example tasks, lessons, and assessments), and the interplay between the mathematical practices and instructional practices, with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Session 1: Rigor in K-2

Participants understand how the three aspects of rigor are embodied by the standards and what rigor looks like in tasks and lessons. Participants consider how the rigor of the standards will impact teaching and coaching.

Materials

Session 2: Instructional Practice in K-2

Participants study the Instructional Practice Guide, with an emphasis on connections to the Standards and its use as a lesson planning and coaching tool.

Please see above for presentation materials

Materials

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3-5

These sessions address the instructional shift of rigor in grades 3-5 (using example tasks, lessons, and assessments), and the interplay between the mathematical practices and instructional practices, with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

Show More

Session 1: Rigor in 3-5

Participants understand how the three aspects of rigor are embodied by the standards and what rigor looks like in tasks and lessons. Participants consider how the rigor of the standards will impact teaching and coaching.

Materials

Session 2: Instructional Practice in 3-5

Participants study the Instructional Practice Guide, with an emphasis on connections to the Standards and its use as a lesson planning and coaching tool.

Please see above for presentation materials

Materials

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6-8

These sessions address the instructional shift of rigor in grades 6-8 (using example tasks, lessons, and assessments), and the interplay between the mathematical practices and instructional practices, with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

Show More

Session 1: Rigor in 6-8

Participants understand how the three aspects of rigor are embodied by the standards and what rigor looks like in tasks and lessons. Participants consider how the rigor of the standards will impact teaching and coaching.

Materials

Session 2: Instructional Practice in 6-8

Participants study the Instructional Practice Guide, with an emphasis on connections to the Standards and its use as a lesson planning and coaching tool.

Please see above for presentation materials

Materials

Show Less

High School

These sessions address the instructional shift of rigor in high school (using example tasks, lessons, and assessments), and the interplay between the mathematical practices and instructional practices, with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

Show More

Session 1: Rigor in High School

Participants understand how the three aspects of rigor are embodied by the standards and what rigor looks like in tasks and lessons. Participants consider how the rigor of the standards will impact teaching and coaching.

Materials

Session 2: Instructional Practice in High School

Participants study the Instructional Practice Guide, with an emphasis on connections to the Standards and its use as a lesson planning and coaching tool.

Please see above for presentation materials

Materials

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K-1

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

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Session 1: Adapting the Grades K and 1 Curriculum Map

Participants study EngageNY’s curriculum map for Kindergarten and Grade 1. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Grades K and 1

Participants study the assessment materials for these modules, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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2

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

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Session 1: Adapting the Grade 2 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 2. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Grade 2

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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3

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 3.

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Session 1: Adapting the Grade 3 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 3. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 5 in Grade 3

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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4

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 4.

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Session 1: Adapting the Grade 4 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 4. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 5 in Grade 4

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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5

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 3 of the EngageNY curriculum modules for grade 5.

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Session 1: Adapting the Grade 5 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 5. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 3 in Grade 5

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

Show Less

6

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

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Session 1: Adapting the Grade 6 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 6. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Grade 6

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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7

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

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Session 1: Adapting the Grade 7 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 7. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Grade 7

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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8

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 8.

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Session 1: Adapting the Grade 8 Curriculum Map

Participants study EngageNY’s curriculum map for Grade 8. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 5 in Grade 8

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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Algebra I

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

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Session 1: Adapting the Algebra I Curriculum Map

Participants study EngageNY’s curriculum map for Algebra I. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Algebra I

Participants study the assessment materials for this module, with a focus on finding examples of course-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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Geometry

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

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Session 1: Adapting the Geometry Curriculum Map

Participants study EngageNY’s curriculum map for Geometry. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Geometry

Participants study the assessment materials for this module, with a focus on finding examples of course-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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Algebra II

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

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Session 1: Adapting the Algebra II Curriculum Map

Participants study EngageNY’s curriculum map for Algebra II. In looking at the map, they see how the instructional shifts are embodied in this piece of curriculum architecture. In groups, participants consider adaptations to the scope and sequence for students below grade level.

Materials

Session 2: Intro to Module 1 in Algebra II

Participants study the assessment materials for this module, with a focus on finding examples of grade-level rigor. Participants "do the math" and study the sequence of content for the first topic in the module, considering how to adapt materials for students below grade level.

Please see above for presentation materials

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K-1

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Grades K­-1

Participants continue to study the subsequent topics in these modules, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Grade K-1 (continued)

Participants continue the morning's exploration of the content in these modules, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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2

These sessions address understanding, adapting, and implementing Modules 1 and 2 of the EngageNY curriculum modules for grade 2.

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Session 1: Adapting and Teaching Lessons in Module 1 in Grade 2

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Grade 2 (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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3

These sessions address understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 3.

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Session 1: Adapting and Teaching Lessons in Module 5 in Grade 3

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 5 in Grade 3 (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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4

These sessions address understanding, adapting, and implementing Module 5 of the EngageNY curriculum modules for grade 4.

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Session 1: Adapting and Teaching Lessons in Module 5 in Grade 4

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 5 in Grade 4 (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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5

These sessions address understanding, adapting, and implementing Module 3 of the EngageNY curriculum modules for grade 5.

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Session 1: Adapting and Teaching Lessons in Module 3 in Grade 5

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 3 in Grade 5 (continued)

Participants continue the morning's exploration of the content in this module with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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6

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Grade 6

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Grade 6 (continued)

Participants continue the morning's exploration of the content in this module with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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7

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Grade 7

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Grade 7 (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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8

These sessions address understanding, adapting, and implementing Modules 5 and 6 of the EngageNY curriculum modules for grade 8.

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Session 1: Adapting and Teaching Lessons in Module 5 in Grade 8

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 5 in Grade 8 (continued)

Participants continue the morning's exploration of the content in this modules with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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Algebra I

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Algebra I

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 1: Adapting and Teaching Lessons in Module 1 in Algebra I (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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Geometry

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Geometry

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Geometry (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners. \

Please see above for presentation materials

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Algebra II

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

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Session 1: Adapting and Teaching Lessons in Module 1 in Algebra II

Participants continue to study the subsequent topics in the module, deepening content understanding and considering adaptations for students that are below grade level. Participants will have an opportunity to annotate lessons using SAP's Instructional Practice Guide and also "buddy teach" a lesson with a partner.

Materials

Session 2: Adapting and Teaching Lessons in Module 1 in Algebra II (continued)

Participants continue the morning's exploration of the content in this module, with a focus on adapting lessons to support English Language Learners.

Please see above for presentation materials

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

Leadership Pathway Schedule 

Formula for High Standards Success and Leading Instructional Practice

Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning develops understanding of the standards for both ELA and math; what they look like in a classroom setting; the appropriate pedagogical match of instructional strategies; and how to develop teachers’ capacity to plan, deliver, and assess student learning.

Instructional Leadership

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

Development Through Observation and Feedback

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

Systems and Structures

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

K-5

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

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Session 1: The Foundation in K-5

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

Materials

Session 2: Components of a Comprehensive Literacy Program

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

Materials

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6-12

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

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Session 1: The Foundation in 6-­12, Part 1

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

Materials

Session 2: The Foundation in 6-12, Part 2

​The morning session continues into the first part of the afternoon.

Please see above for presentation and materials

Session 3: Text Complexity

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

Materials

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K-5

Following an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Participants study the systems and structures necessary to support an ideal literacy program for struggling students.  Unpacking instructional video continues as a core learning activity in these sessions.

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Session 1: Building Knowledge and Vocabulary in K-5

In this session participants first examine one module’s approach to teaching texts and evidence­based claims, and then develop standards­aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support struggling students in classroom instruction.

Materials

Session 2: Organizational​ Systems and Structures in K­-5

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

Materials

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6-8

Opening with an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Participants explore the systems and structures necessary to support an ideal literacy program for struggling students.  Unpacking instructional video continues as a core learning activity in these sessions.

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Session 1: Building Knowledge and Vocabulary in 6-8

In this session participants first examine one module’s approach to teaching texts and evidence ­based claims, and then develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support struggling students in classroom instruction.

Materials

Session 2: Organizational Systems and Structures in 6-8

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

Materials

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9-12

Following an exploration of how students build knowledge and vocabulary using a volume of topic-related texts, participants learn how close reading, and sentence deconstruction embody the reading standards. Participants study the systems and structures necessary to support an ideal literacy program for struggling students.  Unpacking instructional video continues as a core learning activity in these sessions.

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Session 1: Building Knowledge and Vocabulary in High School

In this session participants first examine one module’s approach to teaching texts and evidence-­based claims, and then develop standards-aligned text dependent questions. Participants apply these learnings to the coaching skills needed to support struggling students in classroom instruction.

Materials

Session 2: Organizational​ Systems and Structures in High School

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

Materials

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K-5

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

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Session 1: ​Focus in Grades K-­5

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing and coaching development of the focus shift and standards-­aligned instruction.

Materials

Session 2: Coherence in Grades K-5

In this session, participants understand the coherence shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade level standards, and instructional video provide opportunities to observe and scenarios to coach the coherence shift and standards-­aligned instruction.

Materials

Session 3: Rigor in Grades K-5

This is the first of two sessions devoted to rigor. In this session, participants first focus on the three aspects of rigor and why rigor is important. Participants evaluate standards, tasks, and lessons for aspects of rigor.

Materials

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6-8

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

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Session 1: Focus in Grades 6-8

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing and coaching development of the focus shift and standards­-aligned instruction.

Materials

Session 2: Coherences in Grades 6-8

In this session, participants understand the coherence shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade level standards, and instructional video provide opportunities to observe and scenarios to coach the coherence shift and standards-­aligned instruction.

Materials

Session 3: Rigor in Grades 6-8

This is the first of two sessions devoted to rigor. In this session, participants first focus on the three aspects of rigor and why rigor is important. Participants evaluate standards, tasks, and lessons for aspects of rigor.

Materials

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High School

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

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Session 1: Focus in High School

In this session, participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. Using classroom videos, participants practice observing and coaching development of the focus shift and standards-­aligned instruction.

Materials

Session 2: Coherence in High School

In this session, participants understand the coherence shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade level standards, and instructional video provide opportunities to observe and scenarios to coach the coherence shift and standards-­aligned instruction.

Materials

Session 3: Rigor in High School

This is the first of two sessions devoted to rigor. In this session, participants first focus on the three aspects of rigor and why rigor is important. Participants evaluate standards, tasks, and lessons for aspects of rigor.

Materials

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K-5

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

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Session 1: Observing the Standards and Shifts in Grades K-5

This session builds off of the content of the previous session. Participants first practice observing and coaching the rigor shift and standards-aligned instruction using a classroom video. Participants then engage in a culminating video practice, observing and analyzing classroom instruction for standards-­alignment, focus, coherence ​and rigor.

Materials

Session 2: Adaptations for Struggling Learners in Grades K-5

In this session, participants assess a curriculum for focus and use across grade coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-­based support is occurring for struggling learners.

Materials

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6-8

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

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Session 1: ​Observing the Standards and Shifts in Grades 6­-8

This session builds off of the content of the previous session. Participants first practice observing and coaching the rigor shift and standards-aligned instruction using a classroom video. Participants then engage in a culminating video practice, observing and analyzing classroom instruction for standards-­alignment, focus, coherence ​and rigor.

Materials

Session 2: Adaptations for Struggling Learners in Grades 6-8

In this session, participants assess a curriculum for focus and use across grade coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards-­based support is occurring for struggling learners.

Materials

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9-12

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

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Session 1: Observing the Standards and Shifts in High School

This session builds off of the content of the previous session. Participants first practice observing and coaching the rigor shift and standards-aligned instruction using a classroom video. Participants then engage in a culminating video practice, observing and analyzing classroom instruction for standards-­alignment, focus, coherence ​and rigor.

Materials

Session 2: Adaptations for Struggling Learners in High School

In this session, participants assess a curriculum for focus and use across grade coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students below grade level. In closing, participants pinpoint critical systems and structures necessary to ensure standards­-based support is occurring for struggling learners.

Materials

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