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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.

Please take the daily survey for Friday, February 2. 

If you have not done so yet, please complete your knowledge survey post-test. This should take 10-15 mins. You will receive your score and answer keys once you have completed the survey. 

Post-test: Pathway I

Post-test: Pathway II

Monday, January 29 

All Attendees

Time: 8:30 AM

Speaker: Kate Gerson

Keynote: Teaching and Learning: Justice is Found in the Details 

Video

Tuesday, January 30  

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

Time: 8:30 AM

Speaker: Sonja Santelises

Location: Califormia ballroom 

Thursday, February 1

ELA I and Leaders I

Time: 8:30 AM

Speaker: Tim Shanahan

Keynote: Teaching Students to Read Complex Text

Location: California Ballroom - Sacramento and San Francisco

Math I 

Time: 8:30 AM

Speaker: Andrew Chen

Keynote: PowerPoint

Math II, ELA II and Leaders II

Time: 8:30 AM

Speaker: Frances Esparza

Location: California Ballrooms - San Jose

Friday, February 2

All Attendees 

Time: 8:30 AM

Speaker: Lacey Robinson

Keynote: 

Educating Dominique

Video

Location: California Ballroom

 

 

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 7:30 - 9:00 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.

Knowledge Survey Pre-Test 

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

To help us gather information about the impact of Institute on your learning, please complete a ~10-minute confidential survey about your current knowledge of the learning objectives by Sunday, January 7. We do not expect that you will know the answers to all the questions right now. On Day 4 of Institute, you will be asked the same questions again to see how your knowledge has changed. At that time, you will be able to see the correct answer to each question. All results will only be shared in the aggregate and you will never be identified individually. 

Free Common Core Standards App 

Prior to the Standards Institute, download the free Common Core Standards app by MasteryConnect. This app is available on the Apple App Store, Google Play, the Windows Store, and the Amazon AppStore. We know that many states use the Common Core Standards and others have adapted them. We will primarily use the Common Core MasteryConnect app for a shared experience, however, note that MasteryConnect has an app for all State Standards available here.

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Pre-Work

ELA I P-3 Participants

Materials to bring along and read before the Institute:

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

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

    3. “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts” by Marilyn Adams
    4. “'Both And' Literacy Instruction K-5: A proposed Paradigm Shift for the Common Core State Standards ELA Classroom" by Meredith and David Liben 
  2. Bring a text that you would like to build a several-day read-aloud project around, ideally non-fiction and aligned with topics you currently address in your classroom. The text should be above your students' reading abilities.

ELA I 4-8 Participants

Materials to bring along and prepare before the Institute:

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:​​
    1. Grades 6-8 Participants ONLY – “Commonwealth Club Address” by Cesar Chavez

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

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

ELA I 9-12 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.
  2. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:
  3. Read and consider your practice through the lens of “Equity Literacy for All” by Paul C. Gorski and Katy Swalwell

ELA II  K-5 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  3. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

ELA II 6-12 Participants

Materials to bring along and prepare before the Institute:

  1. Listen to the “The Impact Of Writing, Research And Argumentation On The Development Of Students As Critical Thinkers” podcast (approximately 20 minutes) with Judson Odell, Diana Leddy, Amy Rudat and David Abel. Bring notes with ideas and questions from the podcast. 
  2. Read and annotate the following text, looking for places where standards are amplified: What Conversations Can Capture
  3. Dr. Shanahan’s blog on Literacy: The Instructional Level Concept Revisited: Teaching with Complex Text
  4. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  5. Bring a unit or sequence of lessons that you would like to spend time revising on Day 5

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Math I Participants

Materials to bring along and prepare before the Institute:

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

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

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

  2. (Required) You’ll need two artifacts from your practice to study during the training. Please bring one lesson plan and one curriculum map (scope and sequence) that you have used this year or will be using next year. You will use these several times throughout the week; these items are required even if you do not work in a school building. They do not need to be teacher created (but they can be); they may come from a commercial curriculum or textbook.
    • The lesson plan should be one day of instruction and include details like problems/exercises and recommended teacher instructions and/or dialogue.
    • The curriculum map should describe what topics and/or standards are taught and when throughout the school year. A district pacing guide is also acceptable.
  3. (Required) Please download the EngageNY module(s) listed below as you will use them during the week, depending on the grade for which you’ve registered. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form. These are available here. See below for details about which grades/courses are studying which modules:

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

Math II Participants

Materials to bring along and prepare before the Institute:

  1. (Required) All returning math participants must bring a unit of instruction that they will be teaching/supporting/coaching during the 2016-17 school year. The unit must include:
    • A list of standards addressed in the unit
    • A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities)
    • End-of-unit assessment materials
    • The Math II sessions will have a content focus for each grade. The unit must be designed to address at least some of the clusters/topics named for each grade below:
      • Grade K K.OA.A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from).
      • Grade 1 1.OA.C (Add and subtract within 20).
      • Grade 2 2.OA.B (Add and subtract within 20).
      • Grade 3 3.OA.A (Represent and solve problems involving multiplication and division).
      • Grade 4 4.OA.A (Use the four operations with whole numbers to solve problems).
      • Grade 5 5.NBT.A (Write and interpret numerical expressions).
      • Grade 6 6.RP.A (Understand ratio concept and use ratio reasoning to solve problems).
      • Grade 7 7.RP.A (Analyze proportional relationship and use them to solve real-world and mathematical problems.)
      • Grade 8 8.G.A & 8.G.B (Understand congruence and similarity using physical models, transparencies, or geometry software & Understand and apply the Pythagorean Theorem).
      • Algebra 1 Linear Equations (A-CED.A; A-REI.A; A-REI.B; and A-REI.D)
      • Geometry Congruence (G-CO.A; G-CO.B; G-CO.C; and G-CO.D)
      • Algebra 2 Polynomial, Rational, and Radical Equations (A-APR.B; A-REI.A; A-REI.D; A-SSE.A; and N-RN.A)
  2. ​(Required) Please read through the UnboundEd Mathematics Guide that corresponds to your grade level.

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Leadership I K-5 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Leadership I K-5 Math  (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2.  The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guide on our website:

Leadership I K-5 ELA (Days 3-5)

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

Leadership I 6-8 Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Leadership I 6-8 Math (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guide on our website:

Leadership I 6-8 ELA (Days 3-5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.

Leadership I High School Participants

Materials to prepare and read before the Institute:

1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

9-12 Math Leadership I Sessions (Days 1 and 2)

  1. We will not be providing printed modules at Standards Institute; please bring these module materials with you, either in printed or digital form.
  2. The sessions are designed to build math content knowledge, and leaders will do math! To prepare, please read the following Content Guides on our website. We want you to familiarize yourself with these resources to bolster your understanding and prepare you for the high school math we will be doing during the session:

9-12 ELA Leadership I Sessions (Days 3 - 5)

  1. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions:
  2. Listen to the “The Place Of Argumentation In Curriculum” podcast (approximately 20 minutes) with Judson Odell and David Abel.  Bring notes with ideas and questions from the podcast.

Leadership II K-5 Participants

Materials to prepare and read before the Institute:

  1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Leadership II K-5 ELA  (Days 1 and 4)

  1. For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

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

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

  1. All returning math participants must bring one unit of instruction for one grade that they will be supporting/coaching during the 2017-18 school year. The unit must include:
    • A list of standards addressed in the unit A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities
    • A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities)

    • End-of-unit assessment materials

    • The Math II sessions will have a content focus for each grade. The unit you choose must be designed to address at least some of the clusters/topics named for the grade below:

      • Grade 3 3.OA.A (Represent and solve problems involving multiplication and division).

      • Grade 4 4.OA.A (Use the four operations with whole numbers to solve problems).

      • Grade 5 5.NBT.A (Write and interpret numerical expressions).

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

Leadership II 6-12 Participants

Materials to prepare and read before the Institute:

For the week-long focus on equity, read and annotate the following text, looking for places where the text provokes ideas and/or questions:

Leadership II 6-12 ELA (Days 1 and 4)

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

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

  1. All returning math participants must bring one unit of instruction for one grade that they will be supporting/coaching during the 2017-18 school year. The unit must include:

    • A list of standards addressed in the unit

    • A complete set of lessons (at least five) with teacher- and student-facing materials (including problems, tasks, and activities)

    • End-of-unit assessment materials

    • The Math II sessions will have a content focus for each grade. The unit you choose must be designed to address at least some of the clusters/topics named for the grade below:

Middle School Choices:

  • Grade 7 7.RP.A (Analyze proportional relationship and use them to solve real-world and mathematical problems.)
  • Grade 8 8.G.A & 8.G.B (Understand congruence and similarity using physical models, transparencies, or geometry software & Understand and apply the Pythagorean Theorem)

High School Choices:

  • Algebra 1 Linear Equations (A-CED.A; A-REI.A; A-REI.B; and A-REI.D)
  • Geometry Congruence (G-CO.A; G-CO.B; G-CO.C; and G-CO.D)

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

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

 

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.

Pathway I

PreK - 3

Monday's sessions draw from the research-base behind the instructional shifts and standards for grades P-3. Participants observe instructional video to gain a deeper understanding of what focus and coherence do and do not look like in the classroom.

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

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom. In the afternoon, participants continue exploration of the shifts and standards with video exemplars, a focus on nonfiction, and using evidence when speaking and writing about text.

Materials

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Pathway I

4 - 5

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 4-5. Participants observe instructional video and engage with text to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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FOUNDATIONS: Framing Comprehensive ELA; Shifts and Standards

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in a calibrated setting. Participants then use this information to anaylze teaching videos.

Materials

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Pathway I

6 - 8

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 6-8. Participants observe instructional video and engage with text to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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Foundations for Success

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in a calibrated setting. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims.

Materials

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Pathway I

9 - 12

Monday's learning is grounded in the research-base behind the instructional shifts and the ELA standards for grades 9-12. Participants observe instructional video and engage with text to gain a deeper understanding of what focus and coherence look like in the classroom – and what they do not.

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Foundations for Success

In this foundational session, participants analyze how the standards and shifts frame rigorous instruction in the secondary grades beginning with an exploration of the relationship between reading and text complexity, the components of text complexity, and analysis of texts to determine complexity in calibrated setting. Then, using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims and nonfiction.

Materials

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Pathway I

PreK - 3

Session 1 and Session 2 provide participants with the opportunity to explore how systematic phonics instruction and intentional fluency building activities can support early readers. Participants will closely review student readers and phonics programs to facilitate discussion of features that support aligned P-3 ELA instruction.

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Early Literacy: Phonics and Fluency

Participants will explore why systematic phonics is key to reading success, how current programs address phonics, and how existing programs can be adapted to strengthen their support of systematic phonics.

Materials

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Pathway I

4 - 5

Participants explore how supporting all students engagement with complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

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Close Reading and Complex Text

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text. Participants explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using “The Birth of the Haudenosaunee” from the Expeditionary Learning Module 1 Unit 1 Grade 4: “Becoming a Close Reader and Writing to Learn: Oral Tradition, Symbolism, Building Community.”

Materials

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Pathway I

6 - 8

Participants explore how supporting all students in accessing complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

Show More

Close Reading and Complex Text

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text. Participants then explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using “California Commonwealth Club Address” (Cesar Chavez) from Odell Education Core Proficiencies Unit Making Evidence-Based Claims

Materials

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Pathway I

9 - 12

Participants explore how supporting all students in accessing complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

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Fluency and Complex Text

Participants explore how close reading of complex text, sentence deconstruction, and work with “juicy sentences” support struggling students in accessing complex text. Participants then explore the confluence of Reading and Language Standards to support sentence work and standards-aligned text dependent question development using "The Short Happy Life of Francis Macomber".

Materials

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Pathway I

PreK - 3

Participants explore how supporting all student engagement with complex text involves the confluence of Reading and Language standards, including work at the sentence level, work with vocabulary, and carefully crafted, scaffolded, and aligned text dependent questions.

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Complex Text and Juicy Sentences

Participants explore the process for close reading complex text, including capturing the gist and important details through text dependent questions, and how a planning sequence that includes masterful, close, and independent reading supports struggling students in accessing complex text. Participants use work with Juicy Sentences to understand the role of syntax in complex text and explore how CCSS aligned resources can be scaffolded to make complex texts accessible to struggling students using “Nasreen’s Secret School” from EL Grade 3 Curriculum Module 1.

Materials

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Pathway I

4 - 5

Participants study how to rapidly build student knowledge and vocabulary on a topic, apply their understanding to practice, and design a learning experience that builds student knowledge around texts.

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Building Knowledge with a Volume of Reading: Selecting and Scaffolding Text

Participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity. Participants then apply their understanding from morning work to practice and then design a learning experience that builds student knowledge around central texts in OER and participants' curriculums.

Materials

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Pathway I

6 - 8

Participants learn how to rapidly build student knowledge and vocabulary on a topic, practice this process, and design a learning experience that builds student knowledge through texts.

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Building Knowledge and Fluency Through a Volume of Texts

Participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity. Participants then apply their understanding from morning work to practice and then design a learning experience that builds student knowledge around central texts in OER and participants' curriculums.

Materials

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Pathway I

9 - 12

Using Odell Evidence-Based Claims Units, participants unpack the informational density of complex text and scaffold learning through studying and developing a series of text dependent questions.

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Session: Developing a Sequence of TDQs

Participants develop sequences of text dependent questions around "The Short Happy Life of Francis Macomber" to support struggling students as they access the text in the Odell Unit. Participants then apply their learning around the composition of the Odell Unit and text dependent questions that scaffold understanding for struggling readers to OER texts and participants' curriculums.

Materials

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Pathway I

PreK - 3

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

Participants analyze text to choose an appropriately engaging and complex text around which to build a multi-day read-aloud course of study and engage in backward design to plan for multiple reads that culminates with an appropriate assessment. Participants then use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.

Materials

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Pathway I

4 - 5

Using the Craft and Structure Standards, participants deep dive into what “reading like writers” looks like and apply it to lesson design with a focus on targeted and scaffolded text-dependent questions.

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Attending to Language, Craft, and Structure

Participants examine how the craft and structure standards demand that students "read like writers," and analyze how they support attention to the language of texts. Participants then use their understanding of language in craft and structure to apply it in lesson design, paying particular attention to how to use them in instruction through appropriate text-dependent questions, and developing their own using OER or their own texts.

Materials

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Pathway I

6 - 8

Participants deep dive into what “reading like writers” looks like and apply it to lesson design with a focus on scaffolded text-dependent questions based on Craft and Structure Standards.

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Attending to Language, Craft and Structure

Participants examine how the craft and structure standards demand that students "read like writers," and analyze how they support attention to the language of texts. Participants then use their understanding of language in craft and structure to apply it in lesson design, paying particular attention to how to use them in instruction through appropriate text-dependent questions, and developing their own using OER or their own texts.

Materials

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Pathway I

9 - 12

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

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Analyzing Arguments on a Topic

Participants are introduced to argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards, then learn how to use tools that facilitate student acquisition of conceptual knowledge. Participants also 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. Participants then 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.

Materials

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Pathway I

PreK - 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.

Show More

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

Participants analyze text to choose an appropriately engaging and complex text around which to build a multi-day read-aloud course of study and engage in backward design to plan for multiple reads that culminates with an appropriate assessment. Participants then use their analysis of text complexity with their chosen text to create questions that make the text accessible and enjoyable to all students.

Please see previous day for presentation materials

Materials

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Pathway I

4 - 5

These sessions teach participants to analyze the impact that knowledge makes on the quality of writing; in addition, participants will learn how a fully aligned curriculum integrates the all the elements from what the participants have learned this week.

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

Participants learn how a high-quality curriculum marries all of the elements of design they have studied over the past several days through attention to complex texts, text-dependent questions, sets of texts that build knowledge and fluency, close reading lessons grounded in the standards and writing from sources, etc.

Materials

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Pathway I

6 - 8

These sessions teach participants to analyze the impact that knowledge makes on the quality of writing; in addition, participants will learn how a fully aligned curriculum integrates the all the elements from what the participants have learned this week.

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

Participants learn how a high-quality curriculum marries all of the elements of design they have studied over the past several days through attention to complex texts, text-dependent questions, sets of texts that build knowledge and fluency, close reading lessons grounded in the standards and writing from sources, etc.

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Pathway I

9 - 12

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

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Analyzing Arguments on a Topic

Participants are introduced to argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards, then learn how to use tools that facilitate student acquisition of conceptual knowledge. Participants also 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. Participants then 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 previous day for presentation materials

Materials

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ELA Pathway II

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

Pathway II

P-5

Participants analyze student work to understand the dimensions of Standards-based Informative/Explanatory student writing and plan for transformative writing instruction in the elementary grades.

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The Standards: Language, Equity, & Learners

Participants analyze elementary student work to understand the dimensions of the Informative/Explanatory Writing Type across elementary grade levels, and synthesize source selection, standards, shifts, and the Informational/Explanatory Writing approach to be able to plan for transformative student writing. Participants then discuss the implications for schools and districts.

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Pathway II

6-12

Day 1 Introduces participants to an instructional approach to research through the OE Core Proficiencies with an emphasis on the inquiry process. With these tools and guidance, participants can integrate and apply this learning to individual teaching practice.

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The Standards: Language, Equity, & Learners

Participants explore the nature of inquiry and research to build and present knowledge through the OE Core Proficiencies approach. Participants learn how instruction can be designed to build knowledge and develop proficiency in all learners, and then integrate and apply this learning to individual teaching practice.

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Pathway II

P-5

Day 2 focuses on the research process for elementary students. Through an examination of student work and specific protocols and tools, participants become better prepared to plan strong lesson sequences around research and writing.

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Expert Packs to Build Knowledge, Language and Vocabulary

Participants explore how writing can be used to build deep understanding of key concepts in a variety of content areas, with a focus on a research process that develops writing independence with students. Participants engage in a protocol for examining student work and plan for the dimensions of opinion/argument writing. Through the examination of Document Based Question Frameworks, Research Packs, and Writing for Understanding Lesson Sequences, participants learn how engaging the process of building content knowledge and an understanding of writing craft and structure can be.

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Pathway II

6-12

Day 2 involves exploring the metacognitive process, skills, and knowledge involved in completion of a writing task with a focus on explicit instruction that considers the interdependence between reading and writing.

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Researching to Stimulate Productive Curiosity & Deepen Understanding

Through deconstructing the layers of the metacognitive process around a writing task, participants recognize the inherent skills and knowledge necessary for argumentation, the importance of explicit instruction to support them, and the decision points for instructional scaffolds. Participants examine the interdependence between reading and writing, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Through student work assessment, participants become familiar with how targeted support strategies can be gleaned from trends in student work.

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Pathway II

P-5

On Day 3, participants engage in the process of deconstructing a series of texts on a topic as they learn how to select, sequence, and develop expert packs to grow knowledge and vocabulary for students who are reading behind grade level

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"Standards-Aligned Writing to Build Knowledge, Language and Vocabulary"

Participants experience the link between a volume of reading on a topic and rapid development of vocabulary, and knowledge, then consider the classroom applications for expert packs, a structured variant of this process.

Participants investigate topic resources and examine principles for selecting, sequencing, and supporting student access to and interaction with texts in an expert pack.

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Pathway II

6-12

On Day 3, participants engage in the process of deconstructing a series of texts on a topic as they learn how to select, sequence, and develop expert packs to grow knowledge and vocabulary for students who are reading behind grade level.

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Writing Instruction in an Era of Higher Standards

Participants experience the link between a volume of reading on a topic and rapid development of vocabulary, and knowledge, then consider the classroom applications for expert packs, a structured variant of this process. Participants then investigate topic resources and examine principles for selecting, sequencing, and supporting student access to and interaction with texts in an expert pack.

Materials

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Pathway II

P-5

Day 4 is devoted to bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment.

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Writing Instruction in an Era of Higher Standards

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs.
With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

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Pathway II

6-12

Day 4 is devoted to bridging the gap for English language learners and linguistically marginalized students with attention to specific instructional moves and pedagogy that supports access to grade-level complex text in a collaborative environment.

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Expert Packs to Build Knowledge and Language

Participants will unpack the language demands embedded in grade-level complex texts and tasks with attention to supporting linguistically marginalized students and ELLs.
With an understanding of the interdependence of standards and shifts, participants practice framing tasks to build knowledge, vocabulary, and comprehension around complex text with attention to grade level standards, annotating text for instructional moves, and inserting ongoing opportunities for collaborative work and communication in the classroom.

Materials

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Pathway II

P-12

Day 5 involves structured independent work and group collaboration as participants have opportunity to enhance current curricula and lesson plans or develop lesson sequences using the knowledge and techniques they have gained throughout the week, with real-time support from experts in the specific area they are working with: ELL supports, expert pack work, or student writing.

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Pathway II

P-5

Day 5 involves structured independent work and group collaboration as participants have opportunity to enhance current curricula and lesson plans or develop lesson sequences using the knowledge and techniques they have gained throughout the week, with real-time support from experts in the specific area they are working with: ELL supports, expert pack work, or student writing.

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Putting New Knowledge to Work for Our Students

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Pathway II

6-12

Day 5 involves structured independent work and group collaboration as participants have opportunity to enhance current curricula and lesson plans or develop lesson sequences using the knowledge and techniques they have gained throughout the week, with real-time support from experts in the specific area they are working with: ELL supports, expert pack work, or student writing.

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Putting New Knowledge to Work for Our Students

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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.

Pathway II

K - 5

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.

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

AM - In this session, participants envision an educationally equitable environment using the input provided by the keynote and pre-work. Following, participants investigate the appropriateness of specific instructional strategies in promoting linguistic access to mathematical tasks and in causing equitable learning environments.

PM - Leveraging their work from the morning, participants study Parts 1 and 2 of the UnboundEd content guides to deepen their understanding of the demands the shifts of focus, coherence, and rigor place in a standards-aligned curriculum and instruction. Participants evaluate their units of study for alignment in terms of focus, coherence, rigor and linguistic access, and identify necessary next steps for improving alignment.

Materials

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Pathway II

6 - 12

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.

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

AM - In this session, participants envision an educationally equitable environment using the input provided by the keynote and pre-work. Following, participants investigate the appropriateness of specific instructional strategies in promoting linguistic access to mathematical tasks and in causing equitable learning environments.

PM - Leveraging their work from the morning, participants study Parts 1 and 2 of the UnboundEd content guides to deepen their understanding of the demands the shifts of focus, coherence, and rigor place in a standards-aligned curriculum and instruction. Participants evaluate their units of study for alignment in terms of focus, coherence, rigor and linguistic access, and identify necessary next steps for improving alignment.

Materials

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Pathway II

K - 5

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.

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Adapting: Using Progressions of Learning, Grades K-5

AM - In this session, participants will do a deep dive into the Standards’ progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning. By examining Part 3 of the UnboundEd content guides, participants will identify and better understand the highest-leverage progressions for their own units using the principle of Coherent Content in Context.

PM - Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they identify students’ unfinished learning and proactively make adjustments to address these in their instruction? After examining some fast and effective formative assessment strategies, participants will develop comprehensive instructional support plans for their units.

Materials

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Pathway II

6 - 12

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.

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Adapting: Using Progressions of Learning, Grades 6-12

AM - In this session, participants will do a deep dive into the Standards’ progressions of learning in the Standards with an eye towards adapting materials for students with unfinished learning. By examining Part 3 of the UnboundEd content guides, participants will identify and better understand the highest-leverage progressions for their own units using the principle of Coherent Content in Context.

PM - Having "mapped" key progressions of learning in this grade band, participants will turn their attention to the issue of assessment. How could they identify students’ unfinished learning and proactively make adjustments to address these in their instruction? After examining some fast and effective formative assessment strategies, participants will develop comprehensive instructional support plans for their units.

Materials

Show Less
Pathway II

K - 12

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.

Show More

Using Mathematical Tasks to Promote Student Achievement

AM - Objectives are necessary, but not sufficient. Without high quality, well-aligned tasks in the math classroom, student work and progress toward meeting objectives will always be hindered. In this session, participants learn how to recognize and adjust the cognitive demand of tasks to meet students’ needs and align outcome expectations.

PM - Student discourse is a crucial contributor to learning. Yet, orchestrating effective discourse can be a challenge. In this session, participants learn to design intellectually invigorating and equitable classroom environments for all students based on research-based technique.

Materials

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Pathway II

K - 5

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.

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

AM - In this session, participants will learn to identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons, and will continue thinking about ways of increasing access for students with unfinished learning from prior grades. Through study of an exemplar lesson, participants will come to understand what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

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

Materials

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Pathway II

6 - 12

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.

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Teaching: Practice with Your Lessons, Grades 6-12

AM - In this session, participants will learn to identify the "load bearing walls" (i.e., important standards-aligned aspects) in lessons, and will continue thinking about ways of increasing access for students with unfinished learning from prior grades. Through study of an exemplar lesson, participants will come to understand what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

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

Materials

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Pathway II

K - 12

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.

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Planning for Action

AM - In this session, participants identify an instructional challenge they have been confronted with in their professional practice and use a protocol to analyze the forces that maintain the status quo and understand possible solution paths as either adaptive challenges or technical problems.

PM - In this session, participants collaborate to design an action plan to help them successfully address the instructional challenge they have been confronted with in their professional practice. Following, participant groups engage with one another to provide feedback to their action plans to address their instructional challenge.

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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.

Pathway I

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 application of these understandings through analysis of a scope and sequence.

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Focus in Grades K-2

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

Materials

Focus and Within-Grade Coherence in Grades K-2

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

Please see above for presentation materials

Materials

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Pathway I

3 - 5

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 application of these understandings through analysis of a scope and sequence.

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Focus in Grades 3-5

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

Materials

Focus and Within-Grade Coherence in Grades 3-5

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

Please see above for presentation materials

Materials

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Pathway I

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 application of these understandings through analysis of a scope and sequence.

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Focus in Grades 6-8

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

Materials

Focus and Within-Grade Coherence in Grades 6-8

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

Please see above for presentation materials

Materials

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Pathway I

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 application of these understandings through analysis of a scope and sequence.

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Focus in High School

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

Materials

Focus and Within-Grade Coherence in High School

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

Please see above for presentation materials

Materials

Show Less
Pathway I

K - 2

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in Grades K-2

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in 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.

Materials

Rigor and the Mathematical Practices in Grades K-2

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation materials

Materials

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Pathway I

3 - 5

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in Grades 3-5

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in 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.

Materials

Rigor and the Mathematical Practices in Grades 3-5

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation materials

Materials

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Pathway I

6 - 8

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in Grades 6-8

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in 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.

Materials

Rigor and the Mathematical Practices in Grades 6-8

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation materials

Materials

Show Less
Pathway I

High School

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), the interplay between the mathematical practices and the three aspects of rigor, and how to evaluate lessons for alignment to rigor and the practices.

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Rigor in High School

This session begins with an examination of the “Rigor” shift by asking participants to reconsider the traditional definition of rigor. Once again, participants will engage in 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.

Materials

Rigor and the Mathematical Practices in High School

This session introduces participants to the Standards for Mathematical Practice and demonstrates how they relate to the aspects of rigor. Participants will examine the connection between the Mathematical Practices and rigor, identify aspects of rigor in lessons, and describe the characteristics of these activities that support rigor. Participants will also put this knowledge into practice by aligning a lesson for rigor and an appropriate Mathematical Practice.

Please see above for presentation materials

Materials

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Pathway I

K - 2

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades K-2

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

Materials

Instructional Practices in Grades K-2

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

Please see above for presentation materials

Materials

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Pathway I

3 - 5

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades 3-5

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

Materials

Instructional Practices in Grades 3-5

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

Please see above for presentation materials

Materials

Show Less
Pathway I

6 - 8

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in Grades 6-8

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

Materials

Instructional Practices in Grades 6-8

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

Please see above for presentation materials

Materials

Show Less
Pathway I

High School

These sessions address across grade coherence and instructional practice through focus on leveraging prerequisite content to support students with unfinished learning from prior grades, and examining instructional practice with an emphasis on lesson planning and observation using the Instructional Practice Guide from Student Achievement Partners.

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Across-Grade Coherence in High School

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

Materials

Instructional Practices in High School

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

Please see above for presentation materials

Materials

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Pathway I

K - 2

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing a module of the EngageNY curriculum for grades K-2.

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Adapting the Grades K-2 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

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

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation materials

Materials

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Pathway I

3

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

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Adapting the Grade 3 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 5 in Grade 3

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

4

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

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Adapting the Grade 4 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 5 in Grade 4

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

5

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

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Adapting the Grade 5 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 3 in Grade 5

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation materials

Materials

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Pathway I

6

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

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Adapting the Grade 6 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 6

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

7

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

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Adapting the Grade 7 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grade 7

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

8

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

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Adapting the Grade 8 Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 5 in Grade 8

This session examines module assessment materials with focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades.

Please see above for presentation materials

Materials

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Pathway I

Algebra I

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

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Adapting the Algebra I Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Algebra I

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

Geometry

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing a module of the EngageNY curriculum for Geometry.

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Adapting the Geometry Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Geometry

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

Algebra 2

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

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Adapting the Algebra II Curriculum Maps

Participants study the EngageNY curriculum map for their respective grades, focusing on curriculum architecture and key methods and activities that support conceptual understanding. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Algebra II

This session examines 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.

Please see above for presentation materials

Materials

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Pathway I

K - 2

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grades K-2.

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Adapting and Teaching Lessons, Grades K-2

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

Please see previous day for presentation materials

Materials

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Pathway I

3

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 3.

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Adapting and Teaching Lessons, Grade 3

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

Please see previous day for presentation materials

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Pathway I

4

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 4.

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Adapting and Teaching Lessons, Grade 4

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

Please see previous day for presentation materials

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Pathway I

5

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 5.

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Adapting and Teaching Lessons, Grade 5

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

Please see previous day for presentation materials

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Pathway I

6

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 6.

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Adapting and Teaching Lessons, Grade 6

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

Please see previous day for presentation materials

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Pathway I

7

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 7.

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Adapting and Teaching Lessons, Grade 7

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

Please see previous day for presentation materials

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Pathway I

8

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grade 8.

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Adapting and Teaching Lessons, Grade 8

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

Please see previous day for presentation materials

Materials

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Pathway I

Algebra 1

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for Algebra 1.

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Adapting and Teaching Lessons, Algebra I

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

Please see previous day for presentation materials

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Pathway I

Geometry

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for Geometry.

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Adapting and Teaching Lessons, Geometry

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

Please see previous day for presentation materials

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Pathway I

Algebra 2

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for Algebra 2.

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Adapting and Teaching Lessons, Algebra II

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

Please see previous day for presentation materials

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Leadership Pathway I

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

Pathway I

K-5

The learning in these sessions is grounded in the research-base behind the equitable 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 and coherence look like in the classroom – and what they do not.

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Focus and Coherence in Grades K-5

This first morning is focused on "Focus." Participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. In the afternoon, participants examine the "Coherence" shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Instructional videos provide opportunities to observe and scenarios to coach the focus and coherence shifts and standards-aligned instruction.

Materials

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Pathway I

6-8

The learning in these sessions is grounded in the research-base behind the equitable 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 and coherence look like in the classroom – and what they do not.

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Focus and Coherence in Grades 6-8

This first morning is focused on "Focus." Participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. In the afternoon, participants examine the "Coherence" shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Instructional videos provide opportunities to observe and scenarios to coach the focus and coherence shifts and standards-aligned instruction.

Materials

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Pathway I

9-12

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

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Focus and Coherence in High School

This first morning is focused on "Focus." Participants learn to identify the major work of the grade and evaluate tasks for alignment to standards. In the afternoon, participants examine the "Coherence" shift both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Instructional videos provide opportunities to observe and scenarios to coach the focus and coherence shifts and standards-aligned instruction.

Materials

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Pathway I

K-5

Beginning with a deeper dive into what rigor looks like in the elementary school mathematics classroom, school leaders then practice observing and unpacking instructional video as a core learning activity. Participants end the day adapting grades K-5 curriculum to create a more equitable mathematics classroom.

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Rigor, Observing the Standards and Shifts, and Adaptations in Grades K-5

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leadears pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

6-8

Beginning with 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 grades 6-8 curriculum o create a more equitable mathematics classroom.

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Rigor, Observing the Standards and Shifts, and Adaptations in Grades 6-8

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leadears pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

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 create a more equitable mathematics classroom.

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Rigor, Observing the Standards and Shifts, and Adaptations in High School

These sessions begin with an examination of the "Rigor" shift, focusing on the three aspects of rigor and why it is important. Participants evaluate standards and tasks for aspects of rigor and practice observing and coaching the rigor shift using classroom video. Leaders then turn their attention to assessing curriculum to guide teacher planning and adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, leadears pinpoint critical systems and structures necessary to ensure standards-based support is occurring for all students.

Materials

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Pathway I

K-5

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

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The Foundation in K-5

In these foundational sessions, participants analyze how the standards and shifts frame rigorous instruction in the elementary grades. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the elementary classroom. In the afternon, leaders learn the key elements of aligned ELA instruction, with specific focus on foundational skills, phonics and the process of learning to read. Participants analyze three phonics curricula and their current programs, systems and structures for strengths and weaknesses in each of the elements.

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Pathway I

6-8

Beginning with the research-based foundation behind the equitable instructional shifts and standards in ELA, 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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The Foundation and Text Complexity in 6-8

In these foundational sessions, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video, leaders practice identifying what strong instruction looks like in the secondary classroom. 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 instruction so that all students can access that complexity in the classroom.

Materials

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Pathway I

9-12

Beginning with the research-based foundation behind the equitable instructional shifts and standards in ELA, 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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The Foundation and Text Complexity in High School

In these foundational sessions, participants analyze how the standards and shifts frame rigorous instruction. Using grade-level text and instructional video, leaders practice identifying what strong instruction looks like in the secondary classroom. 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 instruction so that all students can access that complexity in the classroom.

Materials

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Pathway I

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. Unpacking instructional video continues as a core learning activity in these sessions.

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Knowledge, Vocabulary and the Juicy Language of Text in K-5

Leaders begin these sessions with an experience that demonstrates how students can rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support students' access to complex text. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

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Pathway I

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. Unpacking instructional video continues as a core learning activity in these sessions.

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Knowledge, Vocabulary and the Juicy Language of Text in 6-8

Leaders begin these sessions with an experience that demonstrates how students can rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support students' access to complex text. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

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Pathway I

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. Unpacking instructional video continues as a core learning activity in these sessions.

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Knowledge, Vocabulary and the Juicy Language of Text in High School

Leaders begin these sessions with an experience that demonstrates how students can rapidly build knowledge and vocabulary on a topic. Participants then examine one module’s approach to close reading complex texts and develop standards-aligned text dependent questions. In the afternoon, leaders learn the role that syntax plays in students’ ability to access complex text. Participants then practice close reading and text dissection at the sentence level to support students' access to complex text. Last, participants engage in a culminating video practice observing and analyzing classroom instruction for ELA standards-alignment and the shifts.

Materials

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Pathway I

K-5

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an equitable literacy program.

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Organizational Systems and Structures in K-12

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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Pathway I

6-8

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an equitable literacy program for struggling students.

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Organizational Systems and Structures in K-12

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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Pathway I

9-12

In this concluding session, leaders turn their attention to diagnosing and planning for the systems and structures necessary to support an equitable literacy program for struggling students.

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Organizational Systems and Structures in K-12

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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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.

Pathway II

K-5

Through classroom video, structured protocols and collaborative work, focus on the language demands of the standards and their relationship to complex text and equitable instructional practices.

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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, language and the language demands of complex text. This day forms the foundation for the week, emphasizes scaffolding and amplifying language in/through content and curriculum, and sets the stage for the work that follows.

Materials

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Pathway II

6-12

Through classroom video, structured protocols and collaborative work, focus on the language demands of the standards and their relationship to complex text and equitable instructional practices.

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Focus on Language, Equity and Learners

Participants examine the interdependence between reading, writing, and language, and how a systematic and high-quality curriculum develops standards-aligned writing abilities while also building knowledge and vocabulary. Using classroom video and student work, leaders explore argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards.

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Pathway II

K-5

Learn how to engage students in rigorous and scaffolded research and text-based writing that builds knowledge and vocabulary through examining the writing types.

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Standards-aligned Writing to Build Knowledge, Language and Vocabulary

Participants examine the interdependence between reading, writing, and language, and how Writing for Understanding develops standards-aligned writing abilities while also building knowledge and vocabulary. Using student work, leaders explore the three writing types through engagement with the specific reading and writing standards that frame writing expectations across the K-5 grade levels.

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Pathway II

6-12

Learn how to engage students in rigorous and scaffolded research and text-based writing that builds knowledge and vocabulary while meeting the grade level argumentation standards.

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Standards-aligned Writing to Build Knowledge, Language and Vocabulary

Participants examine the interdependence between reading, writing, and language, and how a systematic and high-quality curriculum develops standards-aligned writing abilities while also building knowledge and vocabulary. Using classroom video and student work, leaders explore argumentation through engagement with the specific reading and writing standards that frame argumentation in the standards.

Materials

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Pathway II

K-5

Learn how to use a mathematics language development framework and a curriculum adaptation planning method to refine lessons and accelerate students into grade-level standards.

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Adapting Curriculum for Equity

Participants learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Leaders will use UnboundEd Content Guides to increase curricular alignment, adapt math instruction to support content and language development, and guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards.

Materials

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Pathway II

6-12

Learn how to use a mathematics language development framework and a curriculum adaptation planning method to refine lessons and accelerate students into grade-level standards.

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Adapting Curriculum for Equity

Participants learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Leaders will use UnboundEd Content Guides to increase curricular alignment, adapt math instruction to support content and language development, and guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards.

Materials

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Pathway II

K-5

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.

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The Intersection of Quality Math Tasks and Instruction

Participants 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. Leaders evaluate tasks to determine the level of cognitive demand as a condition for facilitating effective classroom discussion. Last, participants learn to use the Five Practices to plan for mathematical instruction and use classroom video to observe mathematical discourse and the presence or absence of the Five Practices in a teacher’s planning.

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Pathway II

6-12

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.

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The Intersection of Quality Math Tasks and Instruction

Participants 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. Leaders evaluate tasks to determine the level of cognitive demand as a condition for facilitating effective classroom discussion. Last, participants learn to use the Five Practices to plan for mathematical instruction and use classroom video to observe mathematical discourse and the presence or absence of the Five Practices in a teacher’s planning.

Materials

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Pathway II

K-12

In this concluding session, leaders conduct a systems analysis to diagnose the forces and interrelationships that are currently in place so they can make action plans for better student results.

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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 choose one content area and look below the surface to identify the ways in which their current systems of structures, models and values are affecting their students. Leaders will leave the session with short- and mid-term action plans for addressing shortfalls and leveraging assets.

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