Session 1
June 20, 21, 22, 2022 and June 27, 28, 2022
Session 2
August 10, 11, 12, 2022 and August 15, 16, 2022
Time: 8:30 AM to 4:00 PM
Course Description
This 3-credit graduate course will focus on developing a deeper understanding of the foundational concepts of early numeracy, examining how students develop an understanding of number, and exploring ways to promote early numeracy development throughout the day.
Monday, August 15 to Tuesday, August 16
Course Description
This 6-day certificate course will allow teachers to investigate how students learn and collaboratively design instruction to meet the needs of individual students. Teachers will receive 3 graduate credits upon completion as well as All Learners Network Clinical Interview Certification. Teachers need to gather evidence and uncover what children think and know about important mathematical ideas in order to choose the just-right instruction and design purposeful learning opportunities.
Tuesday, July 5 to Friday, July 8
8:30 AM to 3:30 PM
Course Description
This course is designed for mathematics coaches, math teacher leaders, and instructional leaders. This course is based on current research which explores ideas for making change in effective teaching practices. It is intended as a venue to give existing coaches a deeper understanding of the ideas and skills necessary to support classroom teachers and to introduce them to organizational schemes that will help move their schools forward. These sessions will include a mix of opportunities to gain new learning about math teaching and learning for all students and to create tools that will enhance their roles as coaches.
Tuesday, July 12 to Thursday, July 14
Time: 9:00 AM to 1:00 PM
Course Description
If the last year has taught us anything, it’s that strong relationships between students and school staff members are critically important. Advisory systems are one important way that schools and districts ensure every student has a strong and supportive relationship with at least one staff member.
During this three-day virtual institute, participants will learn how advisory systems can improve outcomes for all students. Participants will also examine effective middle and high school advisory structures in order to build or refine their school’s or district’s own advisory system. This session has been designed for school or district-based teams, as a portion of our time will be spent building a vision for an advisory system and action planning toward making that vision a reality in the 2022-2023 school year.
Wednesday, August 17 to Friday, August 19
Course Description
This 3 credit graduate course explores an All Learners Main Lesson / Menu model for differentiation, reframing Tier I and II math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘menu’ approach to your teaching and restructure your math block to allow for higher levels of inclusion and access. Dig deep into ways to differentiate a variety of purposeful offerings, freeing teachers up to provide targeted time with small groups and individuals. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction in any learning environment.
Tuesday, August 2 to Thursday, August 4
Time: 9:00 AM to 1:00 PM
Course Description
In order to be effective and equitable, a grading system must communicate clear information to students, educators, and families about the skills a student has mastered and the areas where they need support or more practice. However, discussions about grading systems can be highly contentious, emotionally charged, and blurred by our own educational experiences. In this session, we will outline central tenets that should guide schools’ efforts to examine their grading systems at the classroom, school, and district level. We will also explore sample policies and grading guidelines from schools that have used these tenets to successfully re-design the systems they use to score student work and report student grades in an effort to lead to more equitable outcomes. Over the three days, participants will have time to learn together, independently and through guided facilitation to create a theory of action to use as an anchor going into this next school year.
Tuesday, July 19 to Thursday, July 21
Time: 9:00 AM to 1:00 PM
Course Description
Recent events have amplified the need for focused and powerful student-centered teacher collaboration that addresses inequities in our schools and supports meaningful change for all students. By utilizing professional learning groups (PLGs) educators can collaborate effectively and ensure their meetings, whether in-person or virtual, are meaningful, efficient, and focused on student outcomes.
PLGs provide dedicated and supported time to evaluate student work, tune assessments and plans, and engage in constructive dialogue with colleagues. Developing PLGs that nurture a community devoted to continuous improvement and educational equity requires shared vision, strong facilitation, and thoughtful support for implementation.
Friday, July 1
9:00 AM to 3:30 PM
Course Description
Launch (often a Number Talk or short problem) is the first component of the All Learners Network lesson approach. This workshop was created in response to a large number of requests from participants about practices that support the early part of the lesson. This includes Number Talks, various math circle activities, and the use of programs to the development of strong number sense. The purpose of this workshop is to inspire participants to reimagine how they use the first five to fifteen minutes of their math block for purposeful, discussion-rich number sense routines in their classroom. Launch is the vehicle for powerful instructional routines which are amplified through consistent exposure over time. Through intentional problem selection teachers encourage students to own the conversation and their learning.
Monday, July 11 to Thursday, July 14
8:30 AM to 3:30 PM
Course Description
"Teaching math so everyone can learn" This 3-credit graduate course focuses on the principles of teaching for equity and the closing of instructional gaps. The All Learners Network uses five key components to help math leaders and, ultimately, teachers, support all students to be successful in mathematics: High Leverage Concepts, All Learners Lesson Structure, training for instructional leaders to facilitate student growth, a rapid cycle of inquiry, and formative assessment forming instruction. This course will teach educators to use these effective strategies to help all children learn math.
This is a course for classroom teachers, special educators, administrators and math specialists focused on pedagogical strategies to use for teaching all children that create equity for those children who chronically struggle with mathematics. It is designed to help Special Educators and classroom teachers meet HQT requirements.
Tuesday, June 28, and Wednesday, June 29
9:00 AM to 3:30 PM
Course Description
Spend two days immersed in hands-on, problem-based middle school mathematics. This workshop will spend time unpacking the learning progressions of the High Leverage Concepts, diving into hands-on techniques to engage middle school students, and practicing techniques to encourage your students to do the heavy lifting of making sense of the math they are learning. Other ideas that will be included are creating routines in the mathematics classroom, such as Making Thinking Visible (Ron Ritchhhart) and integrating Number Talks (Ruth Parker) into your weekly plans which will support your ability to be responsive to the needs of the students in your classroom. Plan to leave this workshop with concrete ideas to integrate into your teaching right away.
Tuesday, July 26 to Thursday, July 28
Time: 9:00 AM to 1:00 PM
Course Description
Have you already begun to have conversations and want to lean into the discomfort as you learn how the ideology of white supremacy upholds the existence and persistence of racial disparities in the United States? Are you looking for a brave space to push your thinking about the ‘head, heart, and hands’ work needed to achieve racial equity? Then join us for our summer racial equity institute. It’s time to ensure just outcomes for all students, raise marginalized voices, and challenge the imbalance of power and privilege.
Regardless of the demographics of your school community, true educational equity will never be achieved in the absence of racial equity. Racial equity can’t be achieved without a commitment to embracing anti-racist policies and practices. This is an ongoing journey that requires full engagement in a series of intertwined and compulsory actions such as ongoing self-reflection, acknowledging white supremacy, recognizing the complexities of the various levels of racism, having crucial conversations with friends, family, and colleagues, and building the moral courage to lead to be an anti-racist leader and educator.
Wednesday, August 10 to Friday, August 12
Course Description
Using the lens of the All Learners Network High Leverage Concepts, this 2-credit course will explore specialized instruction and interventions in Math focused on supporting struggling learners in the K-5th grade classrooms. This course is intended for current practitioners and will build on prior learning from the ALN Specialized Instruction series. We will explore assessment, the use of data to inform decisions and progress monitoring as well as clinical interviews to help develop a robust understanding of our students as math learners. Throughout this course we will engage in math, use models and consider development of tasks for students.
Monday, August 8 to Wednesday, August 10
Course Description
This course is designed for classroom teachers, special educators, and math interventionists at all grade levels K-8. Educators are required to create rich learning experiences for all students in the area of mathematics. Students enter into classrooms with a wide variety of life experiences that are shaped by culture, race, and economic status. Teachers, therefore, must equip themselves with mathematics content knowledge and resources that allow for equal access to rich learning opportunities to meet the needs of all students.
