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Building the FoundationQuick StartInitial InstituteTeachersInstructional CoachesPurposeThis abbreviated institute supports new hires or teachers who were unable toattend the three-day Initial Institute. Participants acquire a general understandingof the SpringBoard program’s instructional design and how the features of theprogram support instruction aligned to the standards. They are exposed to themost essential elements of the print and interactive digital components and beginplanning for their upcoming unit of instruction.Outcomes§ A fundamental understanding of how the SpringBoard program’s flexibleinstructional framework utilizes the principle of backward design to supportinstruction aligned with the Texas Essential Knowledge and Skills.§ Skills to begin planning their upcoming unit of instruction.Program: ELA & MathThinking back to myfirst experience as amiddle school teacher,it built my contentknowledge, and Ibecame incrediblyconfident about whatI was doing to teachrigorous content atmy level.”—Julie Manley,WashingtonAudience: ELA or math teachers and district instructional coaches—minimum 10;maximum 28 participantsDuration: Two consecutive days per content areaAvailable: September–February onlyPrice: 6,2009

Building the FoundationInitial InstituteFollow-Up WorkshopTeachersInstructional CoachesPurposeIn this workshop, participants revisit key ideas from the Initial Institute in order tocontinue to build confidence using SpringBoard with their students. They reflect ontheir successes and challenges, practice identifying critical activity content, makeconnections to Embedded Assessments and standards, and explore SpringBoardDigital resources. Participants leave with insight into questions about their earlyimplementation and with a sharper ability to purposefully plan for and pace theircurrent SpringBoard unit.Outcomes§ Greater expertise in identifying critical content and connections to EmbeddedAssessments in order to plan student-centered instruction aligned to the TexasEssential Knowledge and Skills.§ Skills to purposefully plan activities that support the needs of students in theirclassrooms.Program: ELA & MathAudience: ELA or math teachers and district instructional coaches—minimum 10;maximum 28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One day per content areaAvailable: September–MaySpringBoard trainingsare presented byexpert faculty whohave actually used theSpringBoard program.They understandwhat implementingSpringBoardactually entails. Myfavorite part is thatthe workshops arecollaborative andinclude the mostcurrent research andtrends in education.I always come awayfeeling energized andready to innovate inmy own building.”—Le’Andra Myers,WashingtonPrice: 4,10010

Building the FoundationBuilding structional CoachesPurposeThis workshop examines how the SpringBoard program’s design and resourcessupport all students in achieving success with challenging curriculum. Leadersengage in interactive sessions that help them align their use of SpringBoard to theirschool and district expectations. Through analysis of research and collaboration,participants examine the tools available to teachers and students, determine what tolook for in classrooms, and establish expectations and structures to support teachingand learning.Outcomes§ Explore SpringBoard design and resources available for classroom instruction.§ Identify foundational elements of instruction through classroom video.§ Discuss expectations and structures to support teaching and learningwith SpringBoard.Program: ELA & MathAudience: Site- and district-level administrators and instructional coachesDuration: 4–6 hoursAvailable: Throughout the yearPrice: 4,10011

Building the tional CoachesPurposeIn this service, instructional leaders visit a representative sampling of classroomswithin the initial stages of implementing SpringBoard. Observers gather objectivedata on foundational elements of SpringBoard and collect snapshots of program usein classrooms. School-level debriefing discussions focus on trends and next steps.Outcomes§ An understanding of the foundational elements of SpringBoard throughclassroom observations.§ District-level data report, including promising practices, areas for growth,and next steps.Program: ELA & MathAudience: Site- and district-level administrators and instructional coachesDuration: One day; 2–4 schools per dayAvailable: August–JuneImplementation Walksare the single mostimportant piece ofour implementation.They provide a clearfocus for work at thedistrict and schoollevels. The protocolsupports the roleof the instructionalleader and the data weget help us shape ourprofessional learning.”—District Administrator,LouisianaPrice: 4,10012

Building ExpertiseBuilding LiteracySkills in theMath ClassroomTeachersInstructional CoachesPurposeIn this workshop, participants build their understanding of the relationship betweenliteracy instruction and success in mathematics. They explore SpringBoard learningstrategies and resources to build their understanding of how to purposefully planeffective lessons that increase both student literacy and numeracy. Participants alsodeepen their knowledge of how to use collaborative grouping techniques to enablestudents to use accurate and precise math vocabulary.Outcomes§ An understanding of how literacy strategies can increase student access tomath content, skills, and problem-solving strategies.§ A plan for incorporating literacy strategies to increase student engagement andcommunication skills into daily instruction.Program: MathAudience: Math teachers and instructional coaches only—minimum 10; maximum28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One dayAvailable: Throughout the yearPrice: 4,10013

Building ExpertiseCollaborativeCurriculum MappingTeachersInstructional CoachesPurposeDuring this service, instructional leaders collaboratively engage in a systematicprocess to create a dynamic curriculum map. The curriculum map articulates thedecisions that participants make about instructional priorities and demonstratesthe alignment between district requirements, the Texas Essential Knowledge andSkills, and the SpringBoard program. Participants leave with a plan for SpringBoardimplementation that supports a sustainable and viable curriculum for all students.Outcomes§ A resource to promote vertical articulation and assist teachers withinstructional pacing and purposeful planning.§ Skills to make collaborative decisions about curriculum resources andimplementation in order to provide access to essential standards forall students.Program: ELA & MathAudience: District curriculum leaders, instructional coaches, teacher leaders—minimum 6; maximum 18 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.SpringBoard asksteachers not just tothink about what’shappening today ortomorrow or nextweek, but to look atthe big picture fortheir students. Andthe big picture notjust in terms of whatthey’re going to do inan individual year, butwhat the instructionneeds to look like nowso they are successfulnext year and the yearbeyond, and eventuallyin college and career.”Duration: Two consecutive days per content areaAvailable: Throughout the yearPrice: 6,200—Bryan Sandala,Florida14

Building ExpertiseCollaborativelyExaminingStudent WorkTeachersInstructional CoachesPurposeIn this workshop, participants collaborate to examine student work in orderto calibrate student performance expectations and determine next steps forinstruction. By following a common protocol for examining, scoring, and discussingtheir own student work, participants are empowered to use formative assessmentdata to differentiate instruction and adjust pacing. Participants leave the workshopwith tools and processes to support ongoing professional conversations about howto use student data to inform instruction.Outcomes§ An understanding of how to use Embedded Assessment Scoring Guides tocalibrate student performance expectations among colleagues and scorestudent work.§ A protocol that can be used to regularly examine student work in teams toidentify trends that inform instruction.Program: ELA & MathAudience: ELA or math teachers and instructional coaches—minimum 10;maximum 28 participantsIt’s research-basedand it’s bringing inthe current research.And a lot of timesas teachers we getvery overwhelmedjust in the day-today instruction. Sohaving that time tohave experts bring ininformation from otherexperts—and then weget to delve into it.”—Sharon Breeden,North CarolinaPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One day per content areaAvailable: Throughout the yearPrice: 4,10015

Building ExpertiseConnecting the SATto Classroom PracticeTeachersInstructional CoachesPurposeIn this workshop, participants obtain an overview of the SAT and examine howSpringBoard supports student readiness for the skills it demands. They examineCollege Board student and teacher resources and engage in a lesson modelingeffective classroom SAT practice. Participants plan a lesson for their classroom thatsupports their students in increasing their SAT preparedness.Outcomes§ An understanding of the skills that students need to be successful on the SAT.§ A purposeful plan for upcoming instruction, including strategies and resourcesto promote student growth and success on the SAT.Program: ELA & MathAudience: ELA or math teachers and instructional coaches—minimum 10;maximum 28 participantsDuration: One day per content areaAvailable: Throughout the yearPrice: 4,10016

Building tional CoachesPurposeIn this workshop, participants examine how to use SpringBoard resources tosupport differentiating instruction in order to meet the demands of the TexasEssential Knowledge and Skills (TEKS) for all learners. They analyze the principlesof differentiated instruction and practice making strategic adjustments to process,content, and product in order to support and extend learning. Participants applydifferentiation in planning upcoming instruction for their learners.Outcomes§ A deeper understanding of why, when, and how to differentiate instruction tomeet the diverse learning needs of their students.§ Skills to effectively monitor and adjust instruction in support of theexpectations of the TEKS.Program: ELA & MathAudience: ELA or math teachers and instructional coaches—minimum 10;maximum 28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One day per content areaAvailable: Throughout the yearPrice: 4,100SpringBoardprofessionallearning puts theoryinto practice andallows participantsto authenticallyexperience moderncontent andpedagogy in realtime . SpringBoardworkshops putparticipants in aposition where theypersonally experiencethe power of learnercentered classrooms,and then learn tocreate effective learnercentered classrooms oftheir own!”—Tammy Buckshi,North Carolina17

Building ExpertiseEffective MathematicsPractices for YourClassroomTeachersInstructional CoachesPurposeIn this workshop, participants examine effective practices for mathematics teachingand learning that support student success with the Texas Essential Knowledgeand Skills. These effective practices are aligned to the process of purposefulplanning and the NCTM Guiding Principle: Teaching and Learning. Participantsanalyze a SpringBoard lesson plan for its development of critical content andconnections to the Embedded Assessment, illustrating how lesson focus supportsstudent learning. They also examine collaborative strategies that increase studentownership. Participants leave with a strengthened ability to plan and teachupcoming SpringBoard units.Outcomes§ Greater expertise in using effective instructional practices in order to connectand scaffold instruction to the standards.§ Skills to help students use collaborative learning strategies to promoteownership of their learning.I believe in literacystrategies, but thisworkshop reallyhelped me see waysto connect it to mylessons. I was ableto have intelligentconversations withmy colleagues aboutdeveloping ram: MathAudience: Math teachers and instructional coaches—minimum 10;maximum 28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One dayAvailable: Throughout the yearPrice: 4,10018

Building ExpertiseEngaging MathStudents inHigher-OrderThinkingTeachersInstructional CoachesPurposeIn this workshop, participants explore how to establish and maintain rigor in theclassroom through the use of purposeful tiered questioning, as well as teachingand learning strategies that promote engagement and foster higher-orderdiscourse among students. They examine SpringBoard lessons for evidence of rigorand opportunities for cognitive engagement that promote higher-order thinking.Participants create opportunities that incorporate higher-order thinking intotheir instruction.Outcomes§ Extended knowledge of strategies and questioning techniques that establishrigor in the SpringBoard classroom.§ A plan to include opportunities for students to engage in higher-order thinkingwithin daily lessons.Program: MathAudience: Math teachers and instructional coaches only—minimum 10;maximum 28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One daySpringBoardrevitalized myteaching. Theprofessional learningsupported me as Iworked to includebest practices into mydaily instruction. Thissupport impacted mystudents’ achievementand allowed me tomake math morerelevant and engagingfor them whilemaintaining the rigorand intent of thestandards.”—Shawn Harris,MontanaAvailable: Throughout the yearPrice: 4,10019

Building ExpertisePurposeful Planningfor Your CourseTeachersInstructional CoachesPurposeIn this workshop, participants engage in an intensive study of their course byclosely examining the content, skills, strategies, and assessments of the course’sunits. They analyze resources within SpringBoard Digital to support differentiatinginstruction for their students. Through interactive modeling and guided practice,teachers obtain an understanding of how to purposefully plan and facilitate studentcentered lessons aligned to the Texas Essential Knowledge and Skills (TEKS).Outcomes§ An understanding of the SpringBoard program’s content and pedagogy and itsalignment to the TEKS.§ Skills for planning to teach SpringBoard using strategic instructional practicesand resources that support student achievement.Program: ELA & MathAudience: ELA or math teachers and instructional coaches—minimum 10;maximum 28 participantsPrerequisite: It is mandatory that participants have already attended an InitialInstitute or Quick Start in order to participate in this workshop.Duration: One day per content areaAvailable: Throughout the yearPrice: 4,100SpringBoardworkshops areunique and powerfulbecause participantsare given the chance,within a collaborativesetting, to thoroughlyunderstand the designof SpringBoard, reviewthe planning processfor SpringBoard,and experienceSpringBoard from astudent’s perspective.Participants leavewith the confidenceto implementthe curriculumsuccessfully in theirclassrooms.”—Katie Sheets,South Dakota20

Building ExpertiseSpringBoard CloseReading WorkshopsTeachersInstructional CoachesPurposeIn this workshop, participants analyze how SpringBoard Close Reading Workshopshelp students build skills to successfully engage with complex texts. Throughinteractive modeling and collaborative investigation, participants experience thekey elements of the Close Reading Workshops, including strategies, a scaffoldedprotocol, visual literacy, and writing prompts that require synthesis of evidence fromtexts. Participants consider when and how to embed SpringBoard Close ReadingWorkshops, Zinc Learning Labs, and close reading strategies within their gradelevel units of instruction.Outcomes§ Knowledge of how SpringBoard Close Reading Workshops help studentsbuild skills necessary to meet the demands of the Texas Essential Knowledgeand Skills.§ Skills for effectively implementing close reading pedagogy that engagesstudents in the practice of reading complex texts.Program: ELAAudience: ELA teachers and instructional coaches—minimum 10;maximum 28 participantsDuration: One dayAvailable: Throughout the yearPrice: 4,10021

Building uctional CoachesPurposeIn this workshop, participants examine how SpringBoard LanguageWorkshops help build academic language proficiency in all students, includingEngl

SpringBoard Math courses 1–3, Algebra 1, Geometry, and Algebra 2. He has been a department chair, mentor teacher, and instructional coach in addition to a math curriculum specialist for grades 6–12. Adam currently teaches in the East Hartford Public Schools in Connecticut. He