The ELA Pathways examine the role educator beliefs play in instructional choices and lesson preparation. Participants learn to use text complexity, lesson analysis, and scaffolding to identify entry points for students with unfinished instruction and reflect on the impact of unconscious bias on equitable student access to grade-level ELA content. In the elementary grade band, participants also explore the foundational skills of reading instruction. Participants leave the session with a personalized action plan that prioritizes identifying opportunities to address unfinished instruction and increase the frequency of student access to grade-level ELA content.

The Math pathways examine the role educator beliefs play in instructional choices and lesson preparation. Participants engage in a process to identify potential areas of unfinished instruction and reflect on the impact of unconscious bias on equitable student access to grade-level math content. Participants closely examine the standards, within- and across-grade connections, and the balance of conceptual understanding, procedural skills, and fluency. Using these elements, participants identify opportunities to address unfinished instruction and increase the frequency of student access to grade-level math content.

The Leadership pathways examine the role that school leadership and beliefs play in math and ELA educational equity. Participants learn about Post Pandemic Pedagogy, educational equity, unconscious bias, and cultural lenses, then use this learning to reflect on practices that enable or inhibit equitable student access to grade-level content. Through this experience, instructional leaders consider how to operationalize and support instruction based on high-quality instructional materials. Participants leave the session with planning frameworks instrumental for increasing the frequency of student access to grade-level content.

The UnboundEd Planning Process™ (UPP) pathways guide ELA and math teachers through a daily process of internalizing and adapting lessons from a high-quality, aligned curriculum. Participants reflect on the changes in mindsets and practice necessary to make their lesson plans grade-level, engaging, affirming, and meaningful (GLEAM™). Participants learn how to prioritize a single, clear goal for each lesson and how to identify elements in the lesson that build toward this goal. They also develop a foundational understanding of culturally relevant teaching and learn how to adapt lessons with practices that lead to GLEAM™ instruction for all students. These sessions involve a cycle of modeling, hands-on practice, and feedback that leads to increased confidence and agency in daily lesson planning. UPP is designed for teachers using an aligned curriculum (“meets expectations” in all EdReports. gateways).