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Transfor​ming Learning from ​​ C​lassroom​ to Cabinet

​We believe in a future in which all students' experiences are filled with excellent instruction, joy, and meaningful interactions with adults who believe in their potential. 

We collaborate, innovate, and learn alongside OC districts to align instructional systems around what matters most for our students.

Who?​

We serve all students P-6, including multilingual learners, early childhood learners​, and students with disabilities, by collaborating with district leaders, site administrators, teachers, parents, and community members.

What?

We partner with districts for curriculum materials adoption over multiple years, developing strategic plans, selecting high quality materials, and integrating them into a broader systemic vision for teaching and learning.

• High Quality Instructional Materials Adoption​
• TUSD is Setting the Groundwork for a HIQM Adoption​
• Preparing for Success: How One District is Building a Foundation for HQIM Implementation​
  
• Beyond Buy-In
  
• Case Study: Building Capacity and Consensus​
  
  

​​We work with districts and schools to advance mathematics learning through Cognitively Guided Instruction​ (CGI), where students build meaningful connections through discourse and collaboration and teachers and administrators learn in practice from one another through a multi-year model.​

We contribute to the CGI community and work closely with CGI researchers.​

• Building Internal Capacity - Buena Park School District​​
  
• CGI r​esearch base including work contributed by our team and collaborators​
  

We conduct district and school-wide reviews of all current instructional systems that impact the teaching and learning of math and ELA and create customized, long-term plans for improvement that include district, site, and classroom-level support and engagement.

• ​​​Learning Labs
• Looking at Student Work (LASW)​​
• Foundatio​nal Re​ading S​kills Pilot
• Math Fellows: Argumentation​

We collaborate with districts to build assessment and data literacy by interpreting, using, and communicating assessment data in illuminating and humanizing ways; incorporating assessment effectively as part of the work of teaching; and communicating progress effectively to families and caregivers. ​

• "Our Children are not Numbers"
• Assessment Audit
• Math Fellows: Rehumanizing Assessment​

We support districts qualifying for differentiated assistance by conducting school wide reviews, identifying systemic needs, and building capacity to develop and implement a three-year action plan.​

​​How?​

We build coherent systems for teaching and learning at the district, school site, and classroom levels, building a think tank of representative leaders and conducting site-based learning walks, professional learning, individual and site-level coaching, collaboration, and leadership support.​

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Learning experiences across district, school, and classroom contexts to build coherence and ​​​consistent messaging

At the classroom level, we coach individual teachers and grade level teams in practice as they prepare for, implement, and debrief lessons and other content in math and ELA.

We equip accomplished teachers to serve as content coaches, assisting with the coaching selection process and building the capacity of each coach through in-practice support to communicate effectively and develop goals and learning activities.

As part of each contract, we continuously measure the effectiveness of our work, using data to communicate progress, make ongoing adjustments, and improve on all identified outcomes for the classroom, school site, or district.




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