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UnboundEd's Winter 2018 Standards Institute

January 29 - February 2, 2018 / Los Angeles, CA

This winter, join educators from across the country for an intensive and transformative learning experience designed to improve, develop, and sustain instructional excellence. Come with a team from your school, district or network and study how the standards, content and systems can improve the performance of struggling students.

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

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

This is UnboundEd

Hotel Reservations

The Westin Bonaventure Hotel & Suites, Los Angeles 

(213) 624-1000

404 South Figueroa Street

Los Angeles, California 90071

Room Rate: $179 per night, plus taxes

Click Here to book your room, or call 1-800-937-846, and mention “UnboundEd” to secure your hotel reservation using our discounted rate.

Sunday, January 28

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

Monday, January 29

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

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

Lunch (provided) 12:00 - 1:00 pm

Team Planning Time 4:45 - 5:30 pm

Tuesday, January 30

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

Keynote/ Sessions 8:30 am - 4:30 pm

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

Team Planning Time 4:45 - 5:30 pm

Wednesday, January 31

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

Keynote/ Sessions 8:30 am - 4:30 pm

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

Team Planning Time 4:45 - 5:30 pm

Thursday, February 1

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

Keynote/ Sessions 8:30 am - 4:30 pm

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

Team Planning Time 4:45 - 5:30 pm

Friday, Februrary 2

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

Keynote/ Sessions 8:30 am - 2:30 pm

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

Dismissal 2:30 pm

Payment Information for Non profit/Schools/Public Entities:

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

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

A Purchase Order must be sent in immediately to hold your spot, checks must be received by Dec 15st, 2017. Email a PO to ar@unbounded.org  immediately and include each registrant's name. We are a digital company, email entries are the only accepted form of PO submission.

NOTE: While your spot will be held during registration, you will not be officially registered until a PO is received. The above fees include the registration fee, lunch/ snack daily, and materials. Hotel, travel and other meals not included.
 

Pay by Check: All checks must be received by December 15, 2017.

Remit All Checks as Below:

Note: *New Address*

Unbounded Learning, Inc.

PO Box 69046

Baltimore, MD 21264-9046

Pay by wire transfer/ACH. Email ar@unbounded.org with the PO as well as the email address of the person who should receive the invoice. The invoice will have the ability to be paid electronically.

 

Payment Information for For-Profit Entities:

1. Pay by credit card only - $2,500 per person

 

Tuesday, January 30 7:00 - 8:30 pm: Evening Screening of “RACE—The Power of an Illusion, Part III The House We Live In" (optional)

UnboundEd presents a screening of “RACE—The Power of an Illusion, Part III The House We Live In," followed by a facilitated conversation. "RACE—The Power of an Illusion" is a three-part PBS series that questions the very idea of race as biology. This series provides an opportunity for people to examine their beliefs about race, privilege, policy, and justice. Tonight’s screening focuses on how our American systems and institutions shape and create race, giving different groups vastly unequal life chances. The UnboundEd team will facilitate a conversation afterwards.

ELA Pathway I

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

Establishing a Solid Foundation for Instruction: Examine the relationship between the standards, shifts, and instruction to better understand how a strong scope and sequence can move students toward college and career readiness. Through work with free curricular materials, understand how to immerse students in a learning environment that engages them to build fluency, knowledge, vocabulary and comprehension in the classroom.

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

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. Practice observing instruction for the equitable practices that give students the opportunities they need to do grade level work.

ELA Pathway II

ELA II provides a deep exploration of the interdependence between reading and writing, how that relationship transfers to equitable instructional design and delivery, and its impact on both native English speakers and English learners.

Focus on Language: Explore the relationship between content and language and how the language demands of complex text grows within and across grades through an emphasis on amplifying language in content; integrating the language, speaking and listening standards into curriculum; and implementing structured protocols and collaborative work in lessons. This learning supports preparation and provides a process in which to apply this learning to home districts in support of all students.

Knowlege, Research, Vocabulary, and Volume: Learn how a series of short texts and media can be implemented around an anchor text/topic with specific student accountability activities to efficiently build knowledge and vocabulary on a topic of study. Learn how student research can be a rigorous and thoughtful process that can lead to stronger, precise, and more engaging writing.

Standards-Aligned Writing: Examine the interdependence between reading, writing, speaking and listening, and how reading and writing skills grow through collaborative processes that encourages student exchange of ideas in the writing process. Attention to writing includes examining the importance of explicit instruction to support students with unfinished learning and analysis of student work.

Planning for Action: Strategize with 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.

Math Pathway I

Math I increases the purposefulness of equitable mathematics instruction through deeper understanding of the instructional shifts and standards, the progression of content across grades, and the ways that these ideas play-out intentionally in classrooms.

Understanding the Mathematical Standards and Shifts: Study the mathematical shifts of focus, coherence and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, 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 and describe the connections between them. Study the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, using the shifts 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 curriculum and learn about making adaptations for students with unfinished learning and practice making adaptations using the EngageNY curriculum. Annotate lessons using the IPG indicators, including for equitable practices, and practice teaching.

Math Pathway II

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

Aligning Units: Dive deeply into the standards and shifts related to an upcoming unit of instruction. Through study of Parts 1 and 2 of the UnboundEd content guides, understand what the shifts of focus, coherence and rigor look like for the standards addressed in their unit of instruction. Understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development. Develop a list of indicators of high-quality, aligned instruction. Evaluate units for alignment in terms of focus, coherence, rigor, and language development, and identify next steps for improving alignment.

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

Using Mathematical Tasks to Promote Student Achievement: Use the Smith and Stein levels of cognitive demand to recognize high quality, well aligned tasks and fix misaligned and low quality ones. Use tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.

Teaching Lessons: Identify facilitation strategies that promote effective mathematics instruction and how to apply them to teaching a lesson’s "load bearing walls" (i.e., important standards-aligned aspects). Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Apply learning and prepare a lesson from your own unit for teaching. Engage in a “buddy teaching” exercise to put new learnings into practice.

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

Leadership Pathway I

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

Building High Standards Success and Leading Instructional Practice: Leading high standards implementation requires a level of instructional leadership that is entirely new for many school leaders. In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting; matching instructional strategies appropriately; and developing teachers’ capacity to plan and deliver standards-aligned curriculum.

Instructional Planning, Delivery and 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.

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 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 the language demands of complex text grow within and across grades. Examine the amplification of language in/through content and the integration of the speaking and listening standards.

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

Adapting Curriculum: 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.