Professional Learning

The AUSL Teaching & Learning Institute will help AUSL leaders, coaches, and teachers enhance our common vision and understanding of what whole group instruction, small group instruction, and assessments that are fully aligned to the CCSS look like. Along with this learning, schools can receive support from fellow colleagues on how to elevate practices centered on our 2016-2017 engageAUSL instructional vision. The sessions will provide participants with opportunities to develop deep content knowledge and an understanding of how the standards manifest and live in our engageAUSL classrooms.

engageAUSL December Institute

Friday, December 9th

4:30pm - 6:30pm, Phillips Academy High School

 

  • Keynote Speaker: Linda Bevilacqua
  • Light appetizers will be served
  • Participation is voluntary, CPDUs will be provided

Saturday, December 10th

8:00am - 5:00pm, Phillips Academy High School

 

  • ELA and Math Breakout Sessions
  • Coffee/Rolls, Lunch, and Snacks will be served
  • School leaders will lead a post-Institute school breakout session from 4:00-5:00pm
  • Participation is voluntary, CPDUs will be provided

Institute Participants (minimum of 7 teachers & 2 school leaders per school):

  • K-2 ELA Teacher & K-2 Math Teacher
  • 3-5 ELA Teacher & 3-5 Math Teacher
  • 6-8 ELA Teacher & 6-8 Math Teacher
  • K-8 ELA or Math Diverse Learner Teacher
  • Principal & Assistant Principal
  • School-based Coach

Saturday Session Descriptions

  • Primary Literacy Sessions, Grades K-2

    Session Topic

    Strengthening Skills for Student Success

    Grades K-2

    Small Groups! Oh my! CKLA Differentiation

    Grades K-2

    X-Ray Vision: Examining Extension Activities, Exit Tickets, and Progress Monitoring

    Grades K-2

    Session Description

    This session provides a comprehensive overview of how to implement the Skills Strand. Teachers will have the opportunity to review the research behind the Skills curriculum, practice routines that occur in Skills lessons throughout K-2, understand how to give and analyze assessments, use the Pausing Point activities, and understand how the writing lessons correlate with the shifts and the standards. This work will equip teachers to return to their schools understanding the rationale behind the Skills Strand and prepared to implement it with fidelity.

    This session will give an overview of two resources in the CKLA curriculum that can be used to provide differentiation for small groups of students. The first two-thirds of the session will cover the Assessment and Remediation Guide, which can be used for differentiating skills instruction. We will then move into the Supplemental Guide for Listening & Learning, which can also be used in small groups for students who are struggling to understand the concepts of a particular domain. Teachers will leave this session prepared to implement small group instruction in both the Listening & Learning and Skills Strands. Note: This session would also be beneficial for teachers who are working with DL students and/or working with EL students in the general education classroom, as it gives them clear resources to use to differentiate their instruction.

    This session will dive into the extension activities included in the Listening & Learning Strand. Teachers will have the opportunity to determine key criteria for success for extension activities by creating rubrics and instructional protocols to support student learning. Teachers will also gain tools on how to progress monitor the Extension Activities and Exit Tickets. Additionally, teachers will gain insight into how the extension activities build momentum towards the domain assessment.

    Intended Audience

    --Teachers who are in the first year of implementation of the Skills Strand and/or

    --Teachers who implemented Skills last year but did not attend network-wide PDs or who have not received direct coaching on CKLA Skills this year or last school year

    --Teachers who are already teaching the curriculum (both Skills and L&L) with fidelity

    --Teachers seeking to incorporate the additional program components within their instruction

    --Teachers who are in their second year of implementation

    --Teachers who have a basic understanding of the different assessment methods and types in CKLA

  • Literacy Sessions, Grades 3-8

    Session Topic

    Session Description

    Intended Audience

    Module Study: Deepening Content Knowledge through Internalization of Module 2

    Grades 3-8

    Understanding the Major Texts and Tasks of the Grade Band

    Grades 3-8

    Strengthening Writing through Student Engaged Assessment

    Grades 3-8

    engageAUSL Aligned Guided Reading: Building A Volume of Reading on the Module Topic

    Grades 3-8

    Assessment in Daily Instruction

    Grades 3-8

    This session provides an opportunity for teachers, coaches, and administrators to deepen understanding around the coherence within modules and across modules. Participants will collectively and independently annotate Q2 lessons as part unit planning process that focuses on deep internalization of the engage lessons. This process will strengthen daily lesson planning while also deepening knowledge of the standards and shifts embedded within the module. In addition to building content knowledge, teachers will leave this session equipped with a deep understanding of how each component of the module—module overview, unit overview, daily lesson plan, assessments—contributes to successful implementation of the Expeditionary Learning curriculum and prepares students for the successful completion of the performance task.

     

    This session focuses on the central & supporting texts and tasks of a grade band, highlighting the coherence of the Expeditionary Learning curriculum using examples drawn from across the grades. Through this study, teachers gain a deeper understanding of the qualitative features of text complexity by analyzing multiple texts across grades as well as the writing demands of the performance task. Teachers explore the coherent progression and staircase of complexity from text to text, task to task, and from grade to grade. Teachers walk away equipped with the tools for how to teach the quality features of text complexity as well as how to support students with writing the performance task.

    This session provides an understanding of the Common Core State Standards in writing expectations and EL Education’s approach to developing quality writing through models, critique, and feedback. Teachers will engage in work that promotes an understanding of the balance of writing required by the Common Core State Standards, an analysis of the impact of using models, critique, and feedback on students’ writing performance, and the implementation of strategies that help all students create high-quality writing.

    This session provides teachers with an understanding of how to implement Engage's recommended text sets during guided reading small group instruction for Quarter 3. Teachers will develop an outline of instructional objectives around a recommended text for one guided reading group. Additionally, teachers will identify and explore various strategies that will help ALL readers access text during guided reading/small group instruction.

    This session is designed to equip educators with daily-level assessment practices that help students take charge of their learning in order to meet their academic goals and achieve at high levels. Participants will receive a copy of Leaders of Their Own Learning. Participants will plan to help students own standards-based learning targets, assess their progress towards meeting goals, analyze their own performance, make plans for improvement, and persist with their work and learning until they have achieved success. Participants will also craft quality learning targets, strategically plan how to use learning targets throughout a lesson, and identify different types of checking for understanding strategies and when to use them in daily instruction. Additionally, participants will design lessons that enable teachers to immediately respond to student needs, plan to give students high-quality descriptive feedback, and develop strategies to foster a growth mindset in students.

    This session is designed for teachers who

    --require a deeper understanding of the guiding principles of the Quarter 2 Expeditionary Learning Module

    --are currently executing Q2 Module and need support with instructing with fidelity

    --require support with effective lesson planning through annotation, starting from the Module Overview and ending with the daily lesson plan with the performance task in mind

    This session is designed for all teachers who did not attend this session during July Institute.

    This session is designed for teachers who are in their 2nd year of implementation of engageAUSL and who did not attend this session during July Institute.

     

    This session is designed for teachers who did not attend the Understanding the Major Texts and Tasks of the Grade Band or the engageAUSL Aligned Guided Reading sessions during July Institute

    This session is designed for teachers who are in their 2nd year of implementation of engage and who attended the following sessions during last year's Saturday PDs and/or during July Institute (Module Study, Understanding the Texts & Tasks of the Grade Band; Strengthening Writing, and engageAUSL Aligned Guided Reading).

  • Math Sessions Grades PK-8

    Session Topic

    Getting Messy with Math Modules

    Grades PK-8

    Getting Funky with Fluency and Seizing the Student Debrief

    Grades PK-5

    Understanding the Major Works of the Grade Band

    Grades PK-2, 3-5, 6-8

    Solving Word Problems with Modeling

    Grades K-2, 3-5, 6-8

    Session Description

    This session provides an opportunity to closely examine the development of mathematical concepts, instructional strategies, and assessment within a particular module at a selected grade level. In addition to building strong content knowledge, this work equips teachers with a deep understanding of how each component of the module—module overview, topic overview, daily lesson plan, and assessment—contributes to successful implementation of the Eureka Math curriculum. Once equipped with the structure of components, participants will engage in doing the math and annotating individual lessons from Q2 to strengthen their planning practices and support their internalization of the lessons. Participants will collectively work on their specific grade's module lessons in order to walk away with the next two weeks of planning complete.

    Fluency and Student Debrief sections are key components of the Eureka Math Curriculum. Fluency practice is an energetic, substantial, and sustained component of the Eureka Math curriculum. It is carefully designed to help students develop the speed and accuracy that allow them to solve complex problems efficiently. Student debrief allows students to synthesize the lesson's learning and push the conceptual thinking developed for the standards addressed. This session includes interactive demonstration, analysis of teaching sequences, deliberate practice (i.e., practice using feedback), analysis of classroom footage, and the customization and crafting of fluency sequences and student debriefs to meet student needs. Furthermore, this session provides participants a window into the coherence of the Eureka Math curriculum and understanding across a grade span.

    This session focuses on the major work of a grade band, highlighting the coherence of the Eureka Math curriculum using examples drawn from across the grades. Through this study, teachers gain a profound understanding of each mathematical concept and learn how the concept is developed for students as a coherent progression from lesson to lesson and from grade to grade. Teachers walk away equipped with the tools they need to address gaps in students’ prior knowledge and to use the content to deepen students’ engagement with the mathematical practice standards. Terminology, instructional strategies, and models are embedded throughout the session, laying the groundwork for teachers to move forward confidently in their implementation of A Story of Units (K-5) or A Story of Ratios (6-8).

    Sessions include:

    K–2: Addition and subtraction

    3–5: Multiplication and division of whole numbers and fractions

    6–8: Ratios and proportional relationships

    In this series, teachers study Eureka Math’s approach to modeling word problems with a clear focus on the tape diagram, sometimes referred to as “pictorial algebra.” Participants extensively practice solving problems with math drawings (K–2) and tape diagrams (1–8), completing a bank of problems specific to each grade level. Educators study and practice pedagogical approaches that balance sensitivity to students’ development with the desire to encourage and develop new habits when solving word problems (K–9) and working algebraically (6–8). Teachers study the relationship of their work to the Mathematical Practices. The coherence of Eureka Math’s “story” is powerfully evidenced as each grade band builds on prior knowledge and sets the foundation for future learning.

     

    Sessions include:

    Grades K–2 : Modeling Addition, Subtraction, and Two-Step Word Problems with Math Drawings — The session begins by focusing on the early development of part—whole thinking within the context of addition and subtraction word problem situations. Teachers experience how math drawings support understanding of both the words and the operations in word problems. They experience how intuitive, context-based drawings support the systematic teaching and use of the tape diagram in Grades 1 and 2. This in turn leads to success with solving two-step problems in Grade 2.

     

    Grades 3–5: Modeling Multiplication, Division, and Multi-Step Word Problems with the Tape Diagram — Teachers study the extension of part—whole thinking into the context of multiplication and division word problem situations involving both whole numbers and fractions. Teachers experience how solving problems using the tape diagram supports understanding of both the words and the operations in word problems. The session starts with hands-on practice, requiring teachers to model single-step equal groups and multiplicative comparison word problem situations. Teachers then apply those new skills to solve multi-step word problems.

     

    Grades 6–8: Developing Algebraic Fluency Through the Use of the Tape Diagram — Teachers experience the power and value of the tape diagram for developing fluency with algebra, both within expressions and equations and in the context of word problems. Participants return to their classrooms empowered with strategies and pedagogical approaches to equip students with a new tool for making connections between the words and the algebraic operations in word problems. The session also highlights how to bridge students from the tape diagram to the algebraic operations so that students can ultimately generalize to algebraic solutions and, for the most part, leave the drawings behind.

    Intended Audience

    This session is designed for

    --Teachers who are in the first year of implementation of the Eureka Math Curriculum

    and/or

    --Teachers who implemented Eureka Math last year but did not attend network-wide PDs or have not received direct coaching in Eureka Math this year or last school year.

    This session is designed for

    --Teachers who are teaching the Eureka Math Curriculum with fidelity.

    --Teachers seeking to incorporate the additional program components within their instruction.

    --Teachers who attended the Focus on Fluency and/or the Facilitating High Quality Student Discussions sessions during July Institute should not attend this session as some of the same content will be addressed.

    This session is designed for

    --Teachers who are teaching the Eureka Math Curriculum with fidelity.

    --Teachers seeking to incorporate the additional program components within their instruction

    --Teachers who attended the Understanding the Major Works of the Grade Band session during July Institute should not attend this session as the same content will be addressed.

    This session is designed for

    -Experienced teachers that have been implementing Eureka with fidelity and attended both the Focus on Fluency and the Understanding the Major Works of the Grade at July Institute.