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UnboundEd's Winter 2019 Standards Institute

Feb 11 - Feb 15, 2019 / Los Angeles

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 from a previous Standards Institute to learn more!

What is Standards Institute?

 

 

Registration for our Winter 2019 Standards Institute has closed. To learn about the time, location, and registration information for future institutes join our mailing list.

For questions please email support@standardsinstitutes.org

Hotel Reservations

The Westin Bonaventure Hotel & Suites, Los Angeles 

(213) 624-1000

404 South Figueroa Street

Los Angeles, California 90071

Room Rate: $189 per night, plus taxes

Click Here to book your room, or call 1-800-937-8461, and mention “UnboundEd” to secure your hotel reservation using our discounted rate.

Payment Information for Non profit/Schools/Public Entities:

Early Bird Registration (through November 30)

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

2. Purchase Orders and payment via Check, ACH, or Wire - $2,300 per person

General Registration (December 1 until Institute sells out)

1. Pay by credit card during registration - $2,250 per person

2. Purchase Orders and payment via Check, ACH, or Wire - $2,400 per person

Instructions:

Issue Purchase Order: Issue a PO to ar@unbounded.org and include each registrant's name and the email of the person submitting the payment. All POs must be received by January 18th.

You will receive an invoice (via email) that can be paid electronically (by following the Quickbooks instructions) or by check.

We are a digital company and DO NOT mail invoices.  

NOTE: While your spot will be held during registration, you will not be officially registered until a PO is received. If your district has special requirements, please email ar@unbounded.org to see if we can accommodate them.

Please note the address:

Unbounded Learning, Inc.

PO Box 69046

Baltimore, MD 21264-9046

Registration closes when we sell out or on January 18, 2019. The last day to cancel your registration with a full refund is January 18, 2019 barring unforeseen and extenuating circumstances.

If you cancel after January 18, 2019, but before February 1, 2019, you will receive a 50% refund, however, we encourage you to find a colleague to take your place.

We will not provide refunds after February 1, 2019 or if you do not attend Institute.

To cancel your registration, please contact support.

 

Payment Information for For-Profit Entities:

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

 

Monday, February 11 Keynote

Tuesday, February 12 Keynote

Thursday, February 14 Keynotes

Friday, February 15 Keynote

 

 

Please click here to provide feedback for today.

We are so pleased you will be joining us in San Diego for the Standards Institute from February 11-15. We have a full agenda planned and there are several things we are asking you to do to prepare for the week. Please read through all of the items below.

General Information

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

Please dress casually and comfortably. The meeting spaces may be cool or hot at times; we suggest you dress in layers to ensure you are comfortable.

Knowledge Survey Pre-Test

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

The Knowledge Survey is one way for the Standards Institute team to gather information about the impact of our training on participants' understanding of the standards, content, equitable instructional practices.

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

Please note:

  • All results are confidential. Results will only be shared in the aggregate and you will never be identified individually.
  • Certificate of Completion of the Winter 2019 Standards Institute will be issued based on completion of the Pre-test, Post-test, and attendance at all five days of Standards Institute. Scores on the Pre- and Post-test do not impact issuing of the certificate of completion.
  • We encourage you to give the Knowledge Survey your full attention - it should take approximately 20 minutes to complete. We encourage you to take the Knowledge Survey on a laptop or tablet rather than on your phone.

If you have questions about the Knowledge Survey, please contact us at research@standardsinstitutes.org.

Free Common Core Standards App

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

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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. 

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

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

    3. Cesar Chavez: Commonwealth Club Address (Grades 6-8 Participants only)

ELA I 9-12 Participants

Materials to bring along and prepare before the Institute:

  1. Read and annotate the following text, looking for places where the text provokes ideas and/or questions:
  2. Read and consider your practice through the lens of “Equity Literacy for All” by Paul C. Gorski and Katy Swalwell
  3. Pre-read to get familiar with Letter from Birmingham Jail
  4. Pre-read to get familiar with Barack Obama’s Nobel Lecture A Just and Lasting Peace
  5. Bring a Lesson or Unit Plan that you would like to improve. There will be time set aside for working with this on Day 5

ELA II  K-5 Returning 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.
  2. 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. Read and annotate the following text, looking for places where standards are amplified: What Conversations Can Capture
  2. Come Together for Equity by Berg and Gleason
  3. Equity Literacy: More than Celebrating Diversity by Gorski
  4. Dr. Shanahan’s blog on Literacy: The Instructional Level Concept Revisited: Teaching with Complex Text
  5. Read and annotate the following texts, looking for places where the text provokes ideas and/or questions.
  6. 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:

REQUIRED

  1. Read the following texts 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. 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. 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:

OPTIONAL

  1. Please download and read through the Mathematics Instructional Practice Guide K-8 and HS from Student Achievement Partnern>

Math II Participants

Materials to bring along and prepare before the Institute:

REQUIRED

  1. All returning math participants must bring a unit of instruction that they will be teaching/supporting/coaching during the 2018-19 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. Please read through the UnboundEd Mathematics Guide that corresponds to your grade level.
  3. Please read and annotate the following article(s), with a lens on how the described idea(s) align with your current practice, in preparation for our first day at Institute:

Additional Resources:

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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 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. Please download:
  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. OPTIONAL: 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:

Leadership II K-5 Participants

Materials to prepare and read before the Institute:

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 this 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:

      • 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 lens 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 2018-19 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, learner-driven experience that examines the intersection between teaching and learning, grade-level standards, and equity, in both theory and practice.

Understanding the ELA Standards and Equitable Instruction: Unpack the use of higher standards as leverage to ensure all students have equitable access to quality instructional materials, and unpack opportunities to improved student outcomes and engagement. Employ these understandings to shift and grow your practice and cultivate learning environments deeply rooted in development of fluency, knowledge, vocabulary and comprehension.

Instructional Practice: Recognize the power of standards-aligned instructional delivery & reflection as a driving force for equitable outcomes. Use the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, as a foundation for collaborative video study and lesson analysis. Develop an understanding of how amplifying language can support English learners as they build proficiency with the English language through academic discourse. Recognize the importance of scaffolding grade-level text to support reading proficiency.

Deepening Content Knowledge about Reading: Examine the critical relationship between complex text and higher standards as it applies to student outcomes through practicing qualitative analysis and developing targeted scaffolds for text dependent questions to support English learners and linguistically marginalized students. Understand the roles that close reading and voluminous reading play in and out of the classroom. Study Interactive Read-Alouds that support students at all reading proficiencies at the elementary level, or study argument writing at the secondary level, and learn how to engage students in writing for understanding and support their claims with text-based evidence.

 

Pathway I

P - 3

Monday's sessions draw from the research-base behind the instructional shifts and standards for grades P-5. 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 the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using key ideas to demonstrate understandings.

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 the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims.

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 the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims.

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.

Show More

Foundations for Success

In this foundational session, participants analyze the intersection of standards, shifts, and equitable practice, with specific attention to the language of the standards and the importance of grade-level text. Using grade-level text and instructional video, participants practice identifying what strong instruction looks like in the classroom with a focus on using evidence to support claims.

Materials

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Pathway I

P - 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 K-2 ELA instruction.

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Close Reading and Complex Text

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 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.

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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 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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Building Knowledge with a Volume of Reading: Selecting and Scaffolding 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

P - 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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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 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 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

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' curricula.

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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Close Reading & Complex Text

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' curricula.

Materials

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Pathway I

P - 3

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

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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

With a continued focus on Standards Implementation and an aligned curriculum as a pathway to equitable access to high-quality instruction, participants dive into what reading like writers looks like. Participants engage in activities that maximize student opportunities to grow as readers, writers, and collaborators in the classroom, and study how these processes can be embedded in current curriculums.

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Attending to Language, Craft, and Structure

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 are also introduced to argumentation and learn to use tools that facilitate acquisition of conceptual knowledge tied to the texts from the morning session.

Materials

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Pathway I

P - 3

Participants revisit the intersection of high standards, grade-level instruction and equity with emphasis on how high-quality curriculum marries all of the elements of design they have studied throughout the week, and additional focus on supporting student access to grade-level text and tasks.

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Bringing it All Together: Equitable Instructional Practices and Supporting Learners with Complex Text

Participants work collaboratively to populate their instructional sequences with questions, scaffolding, and attention to equity and access to text for all students. Participants then have the afternoon to engage in planning and individual consultation with facilitators to support the development of next steps.

Materials

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Pathway I

4 - 5

Participants will be able to analyze the impact that knowledge has on the quality of writing and learn about how a fully aligned curriculum integrates 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.

Materials

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Pathway I

9 - 12

Participants revisit the intersection of high standards, grade-level instruction and equity as they apply the skills accumulated throughout the week to a unit on argumentation.

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Bringing it All Together With A Focus on Equity

Participants use seminal arguments to help understand argumentation and delineate an argument. They then review and synthesize their analysis to form their own position on a topic. The afternoon is dedicated to the development of next steps and how to transition Institute learning to actionable practice.

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 fluent English speakers and English learners.

Understanding Language: Explore how the language demands of complex text grow within and across grades, and how to prepare or support preparation of instruction that scaffolds student learning through integrating language, speaking and listening standards to address text and task complexity. Learn about equitable instructional practice and protocols that amplify language to allow for purposeful collaborative work in lessons that can be used with any curriculum.

Adapting Writing Planning and Implementation for Better Student Outcomes: Build on foundational understandings from Day 1 through a focus on writing standards as well as CA ELD and WIDA crosswalk of necessary writing and communication skills. Address the implications for planning and equitable instructional delivery when paired with language standards and amplification. Study how the standards offer a nuanced, carefully scaffolded roadmap for writing process and product and the special place of narrative as a tool for equity and knowledge building.

Using the Right Writing Tasks to Promote Student Achievement: Synthesize the research on Writing Assignments and use a sampling of your own writing assignments to assess whether or not your grade/class/school is on track with writing standards alignment. Back-plan lesson sequences that implement changes based based on a deeper understanding of the writing standards. Understand the connection between language and equity, and apply that understanding in task design.

Linking Research, Text Sets, Equity, and Writing: Review the link between a volume of reading on a topic and rapid development of vocabulary, language and knowledge through the deconstruction of an expert pack, one type of a text set. Explore how text sets can be scaffolded to meet the needs of English Learners, and how we can use the synthesis of the knowledge developed through the packs to develop writing tasks.

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

Pathway II

K-5

In this foundational day, participants deepen their knowledge of standards-based content and equitable instructional practices through examination of essential conditions required for accelerating language development.

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Understanding Language

Participants examine the intersection of academic language, academic conversations, and the standards and begin exploration of educational practices that support language development. Participants engage in backward planning design to begin the scaffolding process and dive into the standards through a close examination of the vertical progression of the Writing standards.

Materials

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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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Understanding Language

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

K-5

Participants take a more complex look at the Writing standards by examining their intersection with the Language standards and the Speaking and Listening standards, as well as the implications of that intersection for instruction that maintains grade-level rigor.

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Scaffolding Up to Standards-Aligned Tasks

Participants engage in a protocol to review the writing tasks they worked with on Day 1, and engage in a deep dive around scaffolding, including identifying the difference between scaffolding and modifying and using resources to inform proper scaffolding, as they begin a scaffolding process with existing lessons.

Materials

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Pathway II

6-12

Participants grapple with the question: how do we make sure all students can access complex text? and the fact that the texts we place before students shows them what we think about them.

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Scaffolding Language for Understanding and Expression

Participants calibrate on what it means to scaffold to support grade-level learning. Participants unpack the Writing standards and EL guidance documents to craft effective scaffolds to support academic language acquisition and growth. Participants also practice coaching conversations around the implementation of grade-level instruction that addresses language needs and academic rigor.

Materials

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Pathway II

K-5

Participants engage in steps of Expert Pack development and explore several collaborative protocols are introduced as a way for students to use productive modalities to amplify language and learning.

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Building and Processing Knowledge and Language

Participants learn how to leverage Expert Packs as scaffolding to build knowledge and vocabulary so that students may more successfully work with complex texts. Participants apply their learning to incorporate scaffolds into learning sequences begun in Day 2. Participants use their knowledge from the morning to include scaffolds that provide opportunities for students to capture notes and use discussion to process information prior to writing.

Materials

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Pathway II

6-12

Day 3 addresses the question: how do we cultivate and support strong writing?
Participants apply their learning to develop writing scaffolds and provide feedback for a scaffolded writing lesson.

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Evaluating, Unpacking, and Scaffolding Writing Tasks to Promote Student Achievement

Through deconstructing a writing task with attention to its implications for reading, participants recognize the inherent skills and knowledge necessary for communicating understanding and analysis, the importance of explicit instruction to support them, and the decision points for instructional scaffolds.

Materials

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Pathway II

K-5

Participants collaborate around development of writing scaffolds at the word, sentence, and text/idea level

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Academic Language Supports and Standards-Aligned Writing Instruction

Participants identify the discrete academic language skills needed for oral and written expression and explore research-based recommendations for scaffolding writing tasks for English Learners with attention to grade-level language standards that align to writing skills.

Materials

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Pathway II

6-12

Day 4 addresses the connection between being able to unpack the complex structure of a text and equitable reading and writing outcomes.

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Linking Text Sets, Equity, and the Productive Modalities

Participants review the link between a volume of reading on a topic and rapid development of vocabulary, language and knowledge, then consider the classroom applications for expert packs, a structured variant of this process.
Participants continue work with existing expert pack resources and explore how this can rapidly build knowledge, drive language development, and provide opportunities for academic discourse.

Materials

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Pathway II

K-12

In this session, participants will strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience.

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Putting New Knowledge to Work for Our Students

Participants will strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience. A consultancy protocol will be used to gather peer feedback on how they can make their district smarter about standards-aligned instruction that support students with unfinished learning.

Materials

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Math Pathway I

Math I provides an increased focus on purposeful planning and execution of equitable mathematics instruction through deeper understanding of the standards, the progression of content across grades, the balance of rigor, and the ways that these ideas play-out intentionally in classrooms.

Understanding the Mathematical Standards and Equitable Instruction: Study the ideas of focus, coherence, and rigor through examining standards-aligned tasks and activities. Understand the structure of the standards as well as the language and meaning of the standards. Gain a deeper understanding of what content is prioritized and dive into the ideas of coherence within and across grades, with a focus on identifying prerequisite standards. Examine the standards to understand what is meant by conceptual understanding, procedural skill and fluency, and application, and understand why rigor is important within the context of instruction, curriculum, student work, and for designing equitable learning experiences.

Instructional Practice: Come to understand how students will engage with the math content standards and the math practice standards. Study the Instructional Practice Guide (IPG), a free tool from Student Achievement Partners, using the indicators (which tie together focus, coherence, and rigor, high-quality instruction, and the math practice standards) to understand how it can drive effective instruction. Examine what it means to establish equitable educational environments in classrooms. Explain the implications for role-specific practice including understanding content, lesson planning and implementation, and reflection.

Deepening Content Knowledge: Deepen understanding of grade-level content by examining curriculum maps and EngageNY curriculum. Come to see how the instructional shifts are embodied in a curriculum map and module assessment materials. Study EngageNY curriculum and learn about and practice making adaptations for students with unfinished learning from previous grades, using a just-in-time adaptation strategy that is transferable to any curriculum. Explore the Mathematical Language Routines to scaffold access to grade-level content for English learners and linguistically marginalized students. Annotate lessons using the IPG indicators, including for equitable practices, and practice teach an annotated lesson.

Pathway I

K-2

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

HS

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

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Pathway I

K-2

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), how to evaluate lessons for alignment to rigor, and introduce the Standards for Mathematical Practice.

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Rigor and the Mathematical Practices in Grades K-2

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

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), how to evaluate lessons for alignment to rigor, and introduces the Standards for Mathematical Practice.

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Rigor and the Mathematical Practices in Grades 3-5

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

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), how to evaluate lessons for alignment to rigor, and introduce the Standards for Mathematical Practice.

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Rigor and the Mathematical Practices in Grades 6-8

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

Please see above for presentation materials

Materials

Show Less
Pathway I

HS

These sessions address the instructional shift of rigor (using example tasks, lessons, and assessments), how to evaluate lessons for alignment to rigor, and introduce the Standards for Mathematical Practice.

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Rigor and the Mathematical Practices in High School

This session continues the examination of the aspects of rigor. Participants will describe the characteristics of activities that support rigor. Participants will also discuss the Standards for Mathematical Practice, and watch them in action.

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 a 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

HS

These sessions address across grade coherence and instructional practice through a 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

Show Less
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 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. 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 create equitable adaptations for students with unfinished learning from prior grades and language development.

Please see above for presentation materials

Materials

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Pathway I

3-5

These sessions address adapting an aligned scope and sequence and understanding, adapting, and implementing a module of the EngageNY curriculum for grades 3-5.

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Adapting Grades 3-5 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 5 in Grades 3 and 4, and 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 create equitable adaptations for students with unfinished learning from prior grades and language development.

Please see above for presentation materials

Materials

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Pathway I

6-8

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

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Adapting Grades 6-8 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in Grades 6 and 7, and 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 create equitable adaptations for students with unfinished learning from prior grades and language development.

Please see above for presentation materials

Materials

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Pathway I

HS

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

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Adapting High School 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 and equitable instructional practices. Participants dive deeply into the Mathematical Language Routines. On an ongoing basis, they consider adaptations for students with unfinished learning from prior grades.

Materials

Intro to Module 1 in High School

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

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 equitable adaptations for students with unfinished learning from prior grades, and language development. Participants use the IPG to augment their lesson planning and engage in a "buddy teaching" exercise.

Please see previous day for materials

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Pathway I

3-5

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grades 3-5.

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Adapting and Teaching Lessons, Grades 3-5

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

Please see previous day for materials

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Pathway I

6-8

This session addresses understanding, adapting, and implementing a module of the EngageNY curriculum for grades 6-8.

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Adapting and Teaching Lessons, Grades 6-8

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

Please see previous day for materials

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Pathway I

HS

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

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Adapting and Teaching Lessons, High School

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

Please see previous day for materials

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Math Pathway II

MATH II provides an in-depth opportunity to lean on the learning from MATH I to understand how to design standards-aligned instruction that supports access to on-grade-level content for students with unfinished learning and for those who speak variants of English. Practice your skills in aligning, adapting, and teaching standards-aligned mathematics in ways that promote access and equity for all while honing your ability to lead other mathematics educators in this work.

Aligning Units: Dive deeply into the examination of equitable instructional practices. Understand how standards-aligned curricula create the necessary initial conditions for implementing mathematics instruction that supports access to on-grade-level content. Use the UnboundEd content guides to identify evidence of alignment to the standards and build strategies for addressing misalignment. Build coaching moves that support teachers and other mathematics educators in their practice.

Adapting Lessons: Leverage progressions of learning in the Standards towards adapting materials for students with unfinished learning or who require language development supports. Use the principle of Coherent Content in Context to proactively design comprehensive equitable mathematics instruction adjusted to students’ level of conceptual understanding. Examine traditional planning practices to identify their impact on equitable access to effective, standards-aligned instruction. Plan coaching moves that support mathematics educators in adapting their curriculum.

Using Mathematical Tasks to Promote Student Achievement: Use the Smith and Stein model to identify how to use levels of cognitive demand to recognize high-quality, well-aligned mathematical tasks. Use high cognitive demand tasks to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade-level by planning and orchestrating effective mathematical discourse. Develop coaching strategies to support other mathematics educators in implementing these practices.

Teaching Lessons: Identify effective facilitation strategies that promote effective mathematics instruction and build skill in providing feedback to promote their implementation. Apply these strategies to teaching a lesson’s "load-bearing walls" (i.e., important standards-aligned aspects of the lesson). Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Put this new learning into practice by engaging in “buddy teaching” exercises and peer-coaching sessions.

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

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

In the morning 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.

In the afternoon session, 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: Equity and the Standards, Language, and the Shifts, Grades 6-12

In the morning 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.

In the afternoon session, 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

Show Less
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 and Mathematical Language Routines, Grades K-5

In the morning 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.

In the afternoon session, 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 and Mathematical Language Routines, Grades 6-12

In the morning 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.

In the afternoon session, 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-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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Analyzing & Implementing Mathematical Tasks

In the morning session, participants will learn that 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.

In the afternoon session, participants will learn that 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

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.

Show More

Analyzing & Implementing Mathematical Tasks

In the morning session. participants will learn that 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.

In the afternoon session, participants will learn that 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

Show Less
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

In the morning 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.

In the afternoon 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

"In the morning 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.

In the afternoon 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."

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Pathway II

K-5

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

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Planning for Action

In the morning 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.

In the afternoon 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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Pathway II

6-12

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 supports students with unfinished learning.

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Planning for Action

In the morning 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.

In the afternoon 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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Leadership Pathway I

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

Understanding the Standards and Leading Equitable Instruction: In-depth and hands-on learning experiences develop understanding of the standards for both ELA and math: recognizing what they look like in a classroom setting, matching instructional strategies appropriately, and developing teachers’ capacity to plan and deliver standards-aligned equitable instruction.

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

Development Through Observation and Feedback: Using instructional video and artifacts, unpack what teachers need to know and be able to do to design and lead a standards-aligned classroom. Practice observing instruction for the equitable practices that give students the opportunities they need to do grade level work. Discuss how to provide feedback to teachers in order to move practice.

Systems and Structures: Identify the systems and structures that are essential for sound decision making and successful implementation of standards-aligned curriculum and instruction. Address planning and making choices based on student needs while examining the structural inequities and conditions that marginalize students.

Pathway I

K-5

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.

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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 and Adapting for Equity 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.

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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 and Adapting for Equity 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, leaders 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 and Adapting for Equity 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, leaders 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 standardsin 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 and Text Complexity 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.

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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 9-12

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.

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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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Building Knowledge and Vocabulary 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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Building Knowledge and Vocabulary 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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Building Knowledge and Vocabulary 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.

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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 the resulting impact on English learners. In math sessions, leaders learn how to more effectively support English language learners as well as students with unfinished learning from prior grades and accelerate up to grade level through quality math tasks and instruction.

Focus on Language: Deepen knowledge of standards-based content and equitable instructional practices through exploring the relationship between content and language and how language demands of complex text grow within and across grades. Examine the amplification of language in/through content and the integration of the speaking and listening standards. 

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

Adapting Curriculum for Equity: Learn how to effectively adapt curriculum to accelerate students with unfinished learning, while also teaching grade-level standards. Apply the concepts of Load Bearing Walls and Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

The Intersection of Quality Tasks and Instruction: Learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Determine what the most important questions, problems, and other "moments" are, and how to focus teachers on these when planning and delivering instruction. Practice using classroom video and protocols for coaching teachers in planning for lesson-embedded task alignment and equitable instruction.

Systems Thinking for Leaders Who Want Different Results: Conduct a systems-analysis to diagnose the forces and interrelationships that are currently in place and contributing to student results. Include the lenses of race and bias to identify the ways in which current structures, mental models and cultural values are exhibiting themselves in school. Develop a plan to address inequities and support students with unfinished learning.

 
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 and language and how language demands of complex text grows within and across grades. This day forms the foundation for the week, and emphasizes amplifying language in/through content, integrating the speaking and listening standards, and sets the stage for the work that follows.

In the afternoon, participants take their learning from the morning and apply their knowledge of language demands and their relationship to standards-based content and equitable instructional practices to various units and lessons through classroom video, structured protocols and collaborative work. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

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.

Show More

Focus on Language, Equity and Learners

Participants will deepen their knowledge of standards-based content and equitable instructional practices through exploring the relationship between content and language and how language demands of complex text grows within and across grades. This day forms the foundation for the week, and emphasizes amplifying language in/through content, integrating the speaking and listening standards, and sets the stage for the work that follows.

In the afternoon, participants take their learning from the morning and apply their knowledge of language demands and their relationship to standards-based content and equitable instructional practices to various units and lessons through classroom video, structured protocols and collaborative work. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action."

Materials

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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

Leaders learn how to engage students in rigorous and scaffolded research and text-based writing that builds knowledge and vocabulary. Participants will use protocols for analysis of student work samples to understand the importance of explicit instruction to support written communication that is standards-aligned.

In the afternoon, leaders examine the interdependence between reading, writing, speaking and listening, and how reading and writing skills grow through collaborative processes that encourage student exchange of ideas in the writing process. Leaders will leave these sessions with turn-key professional development materials that they can implement in their schools and districts. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

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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

Leaders use Writing for Understanding and classroom video to recognize the inherent skills and knowledge necessary for communicating understanding and analysis, the importance of explicit instruction to support them, and the decision points for instructional scaffolds.

In the afternoon, 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. Leaders 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.

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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

Leaders learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Participants will understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

In the afternoon, using UnboundEd Content Guides, participants apply the concept of Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Understand how to guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

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.

Show More

Adapting Curriculum for Equity

Leaders learn how to leverage the progressions of learning in the Standards to guide curriculum adaptations for students with unfinished learning. Participants will understand what rigorous mathematics instruction for English learners looks like and how to adapt math instruction to support content and language development.

In the afternoon, using UnboundEd Content Guides, participants apply the concept of Coherent Content in Context to increase curricular alignment and adapt and refine lessons. Understand how to guide teacher planning so that instructional decisions address prerequisites while also teaching grade-level standards. Reflection and time to record implications are included at the end of this session to progress towards day 5’s focus on planning for action.

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

Leaders will learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well-aligned tasks and fix misaligned and low-quality ones.

Promoting Mathematical Discourse
Building on the morning session, participants will use tasks and The Five Practices to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.

Materials

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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.

Show More

The Intersection of Quality Math Tasks and Instruction

Leaders will learn to recognize whether the mathematical tasks in front of students are high quality and well-aligned to the grade level standards -- or whether they are misaligned and low-quality. Participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well-aligned tasks and fix misaligned and low-quality ones.

Promoting Mathematical Discourse
Building on the morning session, participants will use tasks and The Five Practices to both evaluate and adjust mathematical instruction to meet students where they are, and accelerate them up toward grade level by planning and orchestrating effective mathematical discourse.

Materials

Show Less
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 Include the lenses of race and bias to identify the ways in which current structures, mental models and cultural values are exhibiting themselves in school.

In the afternoon, participants will strategize with their peers and prioritize key initiatives that will help them bring back and share the insights gained during their Standards Institute experience. A protocol will be used to gather peer feedback on how they can make their district smarter about standards-aligned instruction that supports students with unfinished learning.

Materials

Show Less