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UnboundEd's Winter 2020 Standards Institute

February 10-14 / Orlando

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?

 

 

Please note final learning schedules will be updated in weeks to come. Schedules-at-a-glance will also be available at registration and in the app.

First-time Participants

ELA Pathway I
Math Pathway I
Leadership Pathway I

 

Returning Participants

ELA Pathway II
Math Pathway II
Leadership Pathway II

 

 

For the recent pre-work materials, please see below and note that in order to access the knowledge survey, you must use the link sent to you.

 

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

Throughout the week, you’ll have opportunities to go beyond the learning happening in your pathway and gather more from our team at UnboundEd and partner organizations that are deeply connected to our equity work. Bookmark your favorites in the event app and be sure to RSVP for the lunch and learns as they’re open and available—they are first come, first serve with a maximum of 50 participants. Sessions are expected to fill up quickly! 

Tuesday

Open Up Resources lunch and learn

Are you looking for ways to seamlessly integrate English Language Arts instruction with your students’ social and emotional development? Present your students with reading experiences that are culturally relevant and help them explore their identities? Save time prepping thoughtful lesson plans that help young people make meaning of real-world topics like bullying, inequality, and social justice? Come learn more about Reading with Relevance: an evidence-based, best-in-class solution for uniting equity work, social/emotional learning, and common core literacy instruction! Please note, participants will be selected for this lunch and learn.

RSVP

Pivot lunch and learn

We know from research that the quality of instructional materials matters, that it has an enormous impact on student learning and is a critical lever for equity, for students of color, low-income students, English Learners, and students with disabilities.

We also know that if they are not implemented well, quality materials can make little to no impact on student learning. Despite this need to focus on robust implementation, we find that most districts and schools have not effectively implemented high-quality instructional materials. In this Lunch and Learn, you will learn more about Pivot Learning’s model for effective system-wide implementation of high-quality instructional materials. We will share how Pivot and UnboundEd have partnered to work with Stockton Unified School District (SUSD) in California  – where leaders have begun to implement new Math and English Language Arts (ELA) materials in every grade, have provided every educators with high-quality, multi-year professional learning, and are working to build a system for the continuous improvement and sustainability of their work.

RSVP

 

UnboundEd lunch and learn RSVP coming soon!

Have lunch with us as we discuss “The Complexion of Teaching and Learning,” a new podcast docu-series that explores the historical, political, and professional insights and experiences of educators of color. The purpose of the series is to equip educators with a frame that promotes awareness of the urgent need to teach students of color with high expectations and high standards, and that these high expectations have been customary in their community for generations despite historic inequities that impact education today.

 

Wednesday

Achievement Network lunch and learn 

Join a panel of district leaders and the Achievement Network as we share key learnings and updates from our published whitepaper "Teaching Comes First: How School District Leaders Can Support Teachers, Save Time, and Serve Students with a New Vision for Assessment." The panel will include district leaders who have engaged in the assessment strategy approach in the whitepaper and have seen success as a result. We will also share our updated approach to assessments that focus on equity for students. Leave with key actions your system can take to strengthen your district's assessment landscape.

RSVP

 

TNTP lunch and learn

What do students experience in school? What are they asked to do? How do they spend their time? To what extent do they have access to grade-appropriate assignments, engaging experiences, strong instruction and teachers with high expectations?

Across the country, we’ve been telling students and families that doing well in school creates opportunities — that showing up, doing the work and meeting teachers’ expectations will prepare them for their futures. Unfortunately, that’s a myth, as TNTP uncovered in "The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down – And How to Fix It." Participants will learn about the results of TNTP’s research following nearly 4,000 students in five diverse school systems for a year and will discuss strategies for making equitable opportunity for all students – particularly students of color and those from low-income backgrounds – more than a myth.

RSVP



#DEIatSI evening equity discussion No RSVP required, cash bar available.

Committing to equitable outcomes in the classroom means committing to an ongoing conversation with peers even outside of the classroom. We invite you to join us for an evening conversation about racial detours, beliefs and an exploration of your equity journey.

 

Thursday 

UnboundEd lunch and learn

During this session, the UnboundEd team will share highlights from Equitable ELA Instruction including the three elements of equitable ELA instruction and engage participants in an interactive discussion about the promises and challenges of implementing equitable ELA instruction.

RSVP

Learning Experience:

  1. What’s the difference between Pathway I and II? Pathway I grounds participants in an understanding of grade-level standards and equitable instruction, while Pathway II, only for returning attendees, dives deeper into strategies to support English Learners and students with unfinished learning and into applying the knowledge. 
  2. Can I skip Pathway I as a first-time participant? If this is your first time attending, it is essential that you attend Pathway I as Pathway II builds on the outcomes from Pathway I. If you would like to learn more about why we suggest this, please email Joyce Macek, Director of Partnerships.
  3. Can I switch learning tracks? Switching learning tracks prior to the Standards Institute will be based on availability. Participants are unable to switch between tracks during the week for a few reasons:
    • The learning builds off the prior day's learning for each course, and the learning is deepened as the week progresses.
    • Each course builds culture and community among the group of learners throughout the week, contributing to our "safe to not know" guiding design principle.
    • Often our courses sell-out and there is not space for participants to move among rooms throughout the week.
  4. When will learning schedules be available? Learning schedules will be available by mid-December. In the meantime, feel free to review some from the past Institutes.
  5. How many days is Institute? What’s required for the certificate of completion? The Standards Institute is 5 days and we ask that participants attend every session and answer the pre- and post-surveys to receive the certificate of completion. 
  6. What is team time? Team time is an optional time each day that usually runs from 4:45-5:30 pm. It’s a popular time for teams to come together to reflect on and synthesize their learning and to an action plan for returning home. We designate space for every team, large or small, to convene and this will be available on the Institute website a few days before Institute begins.
  7. Who are my facilitators? Your facilitators will be listed once the learning schedules are available along with their photos and bios. 
  8. Is there pre-work? Yes. Pre-work is required for the Standards Institute and will be shared at least three weeks before the start date. 
  9. What is the dress-code at SI? The Standards Institute is a business-casual event. We recommend bringing layers as the workshop rooms can sometimes feel too cold or too warm. We also recommend wearing comfortable shoes.

Registration:

  1. How can I register? What are the rates? Registration opening will be first announced in our bi-weekly newsletter. Add you and your colleagues to the interest list to ensure you’ll be one of the first to know. Current registration rates for Winter 2020 are as follows:
    • Pathways I & II: Early Bird Price: $2,450 (with credit card purchase) or $2,650 (with PO & check) per five-day Standards Institute.
  2. Do you accept payment through the mail? Yes. You can mail checks to the following address:

    UnboundEd Learning Inc

    PO Box 69046

    Baltimore, Maryland 21264-9046
  3. ​What’s included in the price? Registration, lunch, coffee snacks, lunch and learns, etc. Note: Breakfast, dinner, lodging and transportation are not included.
  4. Is there early bird pricing? Yes, early bird pricing is available typically the first few weeks of general registration opening, but is subject is ending prior to the promoted end date depending on session capacity. 
  5. I am a returning participant, do I receive a discount?  At the moment, discounts are not available for returning participants.
  6. I only want to attend one day of the conference, is that possible? To receive the certificate of completion, participants must attend a minimum of 36 hours of sessions throughout the week.
  7. How do I add a "lunch and learn" to my registration? Are they included in conference registration? Lunch and learns are available first-come, first-serve. If an organization requires prior registration, that will be shared via the “Know Before You Go” and daily emails and you will receive confirmation directly from the event hosts. Please add support@standardsinstitutes.org to your safe list to ensure you receive all communications.

The room block at the Hilton Orlando Buena Vista Palace is sold out. Below is a list of nearby hotels; we encourage you to book accommodations soon. All of these hotels are a short cab ride away from the Hilton Orlando Buena Vista Palace.

Wyndham Lake Buena Vista Disney Springs Resort Area - note that the available "Garden Rooms" are motel-style.

Best Western Lake Buena Vista - reviews mention nearby construction

Holiday Inn Resort Orlando, Lake Buena Vista 

DoubleTree Suites, Disney Springs

To learn more about sponsorship opportunities for your organization or business, please contact Hallan Hanson, Senior Director, Philanthropic Development, at hallan.hanson@unbounded.org.

 

The Winter 2020 Standards Institute has sold out and we have a growing waiting list. If you have found out that you are not approved to attend or cannot attend for any other reason, please let us know by January 22nd by emailing support@standardsinstitutes.org and we will waive any cancellation penalties. After this date, we will enforce cancellation penalties.

ELA I

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 improve student engagement and proficiency. Employ these understandings to shift and grow your practice and cultivate learning environments deeply rooted in the development of fluency, knowledge, vocabulary, and comprehension.

Instructional Practice

Recognize how the power of standards-aligned curriculum, instructional delivery, and self-reflection can serve as a driving force for equitable student outcomes. Engage in collaborative video study and lesson analysis. Develop an understanding of how and when to use language to amplify academic vocabulary for all students, including English learners. Recognize the importance of scaffolding grade-level text to support reading proficiency.

Deepening Content Knowledge about Reading

Examine the critical relationship between complex text and higher standards as it applies to student outcomes through practicing qualitative analysis and developing targeted scaffolds for text-dependent questions to support English learners and linguistically marginalized students. Understand the roles that close reading and voluminous reading play in and out of the classroom.

Pathway I

K-3

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

Show More
Show Less
Pathway I

4-5

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

Show More
Show Less
Pathway I

6-8

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

Show More
Show Less
Pathway I

9-12

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

Show More
Show Less
Pathway I

4-5

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

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Show Less
Pathway I

K-3

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

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Show Less
Pathway I

6-8

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

Show More

The Language of Complex Text

Materials

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Pathway I

9-12

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

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Pathway I

K-3

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

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Phonics and Fluency

Materials

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Pathway I

6-8

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

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Show Less
Pathway I

4-5

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

Show More
Show Less
Pathway I

9-12

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

Show More

Close Reading and Complex Text

Materials

Show Less
Pathway I

9-12

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

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Pathway I

K-3

Developing Standards-Aligned Instructional Sequences
Participants choose a text that is appropriately engaging and complex from which to build a multi-day read-aloud. Participants employ backward-design to plan for multiple reads and develop an instructional sequence using their analysis of text complexity with their chosen text to create standards-aligned questions.

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

Materials

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Pathway I

4-5

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

Show More

Attending to Language, Craft, and Structure

Materials

Show Less
Pathway I

6-8

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

Show More
Show Less
Pathway I

K-3

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

Show More

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

Materials

Show Less
Pathway I

4-5

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

Show More

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

Materials

Show Less
Pathway I

6-8

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

Show More

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

Materials

Show Less
Pathway I

9-12

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

Show More

Bringing it All Together With A Focus on Equity

Materials

Show Less

ELA II 

Understanding Language

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

Adapting Writing Planning and Implementation for Better Student Outcomes

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

Using the Right Writing Tasks to Promote Student Achievement

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

Linking Research, Text Sets, Equity, and Writing

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

Planning for Action

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

 
Pathway II

6-12

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

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Pathway II

6-12

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

Show More
Show Less
Pathway II

K-5

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

Show More
Show Less
Pathway II

K-5

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

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Pathway II

6-12

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

Show More
Show Less
Pathway II

K-5

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

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Show Less
Pathway II

6-12

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

Show More
Show Less
Pathway II

K-5

Academic Language Supports and Standards-Aligned Writing Instruction
In this session, 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. Participants collaborate around development of writing scaffolds at the word, sentence, and text/idea level.

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Pathway II

6-12

Academic Language Supports and Standards-Aligned Writing Instruction
In this session, 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. Participants collaborate around development of writing scaffolds at the word, sentence, and text/idea level.

Show More
Show Less
Pathway II

K-5

Planning for Action
On this final day, participants 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 is used to gather peer feedback on how they can make their district smarter about standards-aligned instruction that supports students with unfinished learning.

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Pathway II

6-12

Planning for Action
On this final day, participants 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 is used to gather peer feedback on how they can make their district smarter about standards-aligned instruction that supports students with unfinished learning.

Show More
Show Less

Math I

Understanding the Mathematical Standards and Equitable Instruction

Study the standards and shifts by 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 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. Annotate lessons using the IPG indicators, including for equitable practices, and practice teach an annotated lesson.

 

Pathway I

6-8

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

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards and apply their learning from the day’s sessions by evaluating a curriculum map for focus and within-grade coherence.

Show More
Show Less
Pathway I

9-12

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

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards and apply their learning from the day’s sessions by evaluating a curriculum map for focus and within-grade coherence.

Show More
Show Less
Pathway I

3-5

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

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards and apply their learning from the day’s sessions by evaluating a curriculum map for focus and within-grade coherence.

Show More
Show Less
Pathway I

K-2

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

Building on the morning session, participants examine the major work of this grade band by “doing the math” and diving into grade-level tasks. Participants explore within-grade coherence by examining connections between grade-level standards and apply their learning from the day’s sessions by evaluating a curriculum map for focus and within-grade coherence.

Show More
Show Less
Pathway I

K-2

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

Building on the morning session, participants continue to examine rigor in the Standards by “doing the math” and diving into grade-level tasks in order to more deeply understand the aspects of rigor. Participants are introduced to the Standards for Mathematical Practice, and will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More
Show Less
Pathway I

6-8

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

Building on the morning session, participants continue to examine rigor in the Standards by “doing the math” and diving into grade-level tasks in order to more deeply understand the aspects of rigor. Participants are introduced to the Standards for Mathematical Practice, and will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More
Show Less
Pathway I

9-12

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

Building on the morning session, participants continue to examine rigor in the Standards by “doing the math” and diving into grade-level tasks in order to more deeply understand the aspects of rigor. Participants are introduced to the Standards for Mathematical Practice and will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More
Show Less
Pathway I

3-5

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


Building on the morning session, participants continue to examine rigor in the Standards by “doing the math” and diving into grade- level tasks in order to more deeply understand the aspects of rigor. Participants are introduced to the Standards for Mathematical Practice, and will explore the Standards for Mathematical Practice, and understand the role these standards play in ensuring equitable instruction for all students.

Show More
Show Less
Pathway I

K-2

In this session, participants further their understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

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

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Across-Grade Coherence in Grades K-2

Materials

Instructional Practices in Grades K-2

Materials

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Pathway I

3-5

In this session, participants further their understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

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

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Across-Grade Coherence in Grades 3-5

Materials

Instructional Practices in Grades 3-5

Materials

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Pathway I

6-8

In this session, participants further their understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

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

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Across-Grade Coherence in Grades 6-8

Materials

Instructional Practices in Grades 6-8

Materials

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Pathway I

9-12

In this session, participants further their understanding of the “Coherence” shift by investigating the notion of across-grade coherence. Participants will explore the connections between standards across grades in this band, and plan a sequence of instruction to support students with unfinished learning from prior grades in accessing content at their grade level. Participants will come to see how coherence contributes to an equitable environment for all students.

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

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Across-Grade Coherence in High School

Materials

Instructional Practices in High School

Materials

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Pathway I

K-2

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

Building on the morning session, participants examine module assessment materials with a focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades and language development.

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Pathway I

3-5

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

Building on the morning session, participants examine module assessment materials with a focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades and language development.

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Pathway I

6-8

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

Building on the morning session, participants examine module assessment materials with a focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades and language development.

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Pathway I

9-12

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

Building on the morning session, participants examine module assessment materials with a focus on grade-level rigor. Participants "do the math" and study content sequence and adaptations for students with unfinished learning from prior grades and language development.

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Pathway I

K-2

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

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

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Pathway I

3-5

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

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

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Pathway I

6-8

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

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

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Pathway I

9-12

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

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

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Math II 

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 grade-level content. Use the UnboundEd content guides to identify evidence of alignment to the standards and build strategies for addressing misalignment. Build coaching moves that support teachers and other mathematics educators in their practice.

Adapting Lessons

Apply your understanding of the role of language in shaping mathematical meaning-making of all students and identify opportunities for promoting access to rigorous mathematics instruction for English Learners. Leverage progressions of learning in the Standards towards adapting materials for students with unfinished learning or language development. 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 skills in providing feedback to promote their implementation. Apply these strategies to teaching a lesson’s "load-bearing walls" (i.e., important standards-aligned aspects of the lesson). Determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction. Put your new learning into practice by engaging in “buddy teaching” exercises and peer-coaching sessions.

Planning for Action

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

Pathway II

K-5

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

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

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

Materials

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Pathway II

6-12

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

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

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

Materials

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Pathway II

6-12

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

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

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Pathway II

K-5

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

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

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Show Less
Pathway II

K-5

In this session, participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well-aligned tasks and fix misaligned and low-quality ones.

Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are and provide students access to grade-level content by planning and orchestrating effective mathematical discourse.

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Pathway II

6-12

In this session, participants will use the Smith and Stein levels of cognitive demand to recognize high quality, well-aligned tasks and fix misaligned and low-quality ones.

Building on the morning session, participants will use tasks to both evaluate and adjust mathematical instruction to meet students where they are and provide students access to grade-level content by planning and orchestrating effective mathematical discourse.

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Show Less
Pathway II

K-5

In this session, participants will 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). They will determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

Building on the morning session, participants will apply learning and prepare a lesson from their own unit for teaching and engage in a “buddy teaching” exercise to put new learnings into practice.

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Show Less
Pathway II

6-12

In this session, participants will 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). They will determine what the most important questions, problems, and other "moments" are, and how to focus on these when planning and delivering instruction.

Building on the morning session, participants will apply learning and prepare a lesson from their own unit for teaching and engage in a “buddy teaching” exercise to put new learnings into practice.

Show More
Show Less
Pathway II

K-5

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

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

Show More
Show Less
Pathway II

6-12

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

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

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Leadership I

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

Focus and Coherence in Grades K-5

In this foundational session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, identify the major work of the grade and evaluate tasks for alignment to standards.

In the afternoon, participants examine the Coherence Shift, both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade-level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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Focus and Coherence in Grades K-5

Materials

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Pathway I

6-8

Focus and Coherence in Grades 6-8

In this foundational session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, identify the major work of the grade and evaluate tasks for alignment to standards.

In the afternoon, participants examine the Coherence Shift, both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade-level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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Focus and Coherence in Grades 6-8

Materials

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Pathway I

9-12

Focus and Coherence in High School

In this foundational session, participants launch their week-long investigation into the intersection of the standards, content, curriculum and equitable instructional practices. Using a “Do the Work of the Lesson” protocol, participants deepen their understanding of the structure of the standards, identify the major work of the grade and evaluate tasks for alignment to standards.

In the afternoon, participants examine the Coherence Shift, both as a logical sequencing of content across grades and as important connections between standards, clusters, and domains within the grade. Participants learn to identify prerequisite standards for grade-level standards and math tasks, and the role Coherence plays in equitable instruction. Last, participants take a deep dive into observing and deconstructing instructional video for standards-aligned and equitable instruction.

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Focus and Coherence in High School

Materials

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Pathway I

K-5

Rigor in Grades K-5
This session begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor.

Adapting for Equity in Grades K-5
In this session, participants assess a curriculum for focus and use across-grade coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

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Pathway I

6-8

Rigor in Grades 6-8
This session begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor.


Adapting for Equity in Grades 6-8
In this session, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

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Pathway I

9-12

Rigor in High School
This session begins an examination of the Rigor Shift by asking participants to reconsider the traditional definition of rigor. Participants focus on the three aspects of Rigor and why rigor is important. Returning to the “Do the Work of the Lesson” protocol, participants examine a lesson plan, its intended standards and the associated math tasks for Rigor.

Adapting for Equity in High School
In this session, participants assess a curriculum for Focus and use across-grade Coherence to guide adaptation. After identifying missing prerequisite knowledge and skill gaps, participants adapt a curriculum map for students with unfinished learning from prior grades. In closing, participants use mini-case studies to practice a coaching conversation that addresses adaptive challenges and equitable instruction.

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Pathway I

K-5

The Foundation in K-5

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade-level text complex.

Text Complexity
Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

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Pathway I

6-8

The Foundation in 6-8

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade-level text complex.

Text Complexity
Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

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Pathway I

9-12

The Foundation in High School

In this foundational session, participants analyze how the standards and shifts frame rigorous ELA instruction. Using a “Do the Work of the Lesson” protocol with grade-level complex text and tasks, participants deepen their understanding of the structure of the ELA standards and identify the academic language demands that make a grade-level text complex.

Text Complexity
Returning to the “Do the Work of the Lesson” protocol, participants analyze texts, deconstruct student tasks and analyze text-dependent questions to determine the content strategies needed for students to meet grade level demands. In closing, using an instructional video, participants practice observing for effective scaffolding and pedagogical content strategies.

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Pathway I

K-5

Building Knowledge & Vocabulary in K-5
In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Scaffolds for Student Success in K-5
Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

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Pathway I

6-8

Building Knowledge & Vocabulary in 6-8
In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Scaffolds for Student Success in 6-8
Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

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Pathway I

9-12

Building Knowledge & Vocabulary in High School
In this session, participants examine the planning and instructional implications of intentional fluency building activities; then, participants engage in an experience that demonstrates how students rapidly build knowledge and vocabulary on a topic through reading texts that build in complexity.

Scaffolds for Student Success in High School
Building on the morning session, participants apply the Juicy Sentence Protocol to enhance reading comprehension and support student language, fluency, and writing. Participants then examine aligned text-dependent questions and develop scaffolding questions that support equitable access and comprehension. Last, participants engage in a consultancy around student access to complex texts as well as the infusion of equity into instructional moves and decision making.

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Pathway I

6-8

Organizational Systems and Structures in 6-8
Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

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Pathway I

9-12

Organizational Systems and Structures in High School
Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

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Pathway I

K-5

Organizational Systems and Structures in K-5
Participants use Adaptive Leadership principles and key Guskey evaluation questions to diagnose whether their ELA systems and structures provide the appropriate level of organizational support.

In the afternoon, participants complete the work of the morning, with opportunity for individual consultation with facilitators and the development of next steps and how to transition Institute learning to actionable practice.

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Organizational Systems and Structures in K-12

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Leadership II

Focus on Language, Equity and Learners

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

Standards-aligned Writing

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

Adapting Curriculum for Equity

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

The Intersection of Quality Tasks and Instruction

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

Systems Thinking for Leaders Who Want Different Results

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