Phase One is a basic introduction. Participants learn how to navigate the documents, understand the vocabulary that describes the Arizona College and Career Ready Standards, and prepare for the significant instructional shifts that are required for effective implementation.


Math for Teachers (2 day): Participants will learn to navigate the standards documents and prepare for content rigor and cognitive demand changes in instructional practice. Topics will include the following: introduction and overview; mathematical practices, focus, coherence, rigor, correct level of difficulty, Model Content Framework, and Mathematical Progressions.

Math for Leaders (1 day): Participants will engage in discussions and activities to deepen the knowledge of the major shifts in curriculum and instruction required to promote all students attainment of the standards. Topics will include the following: focus, coherence, rigor, mathematical practices, Model Content Framework, Mathematical Progressions, and development of PD topics and resources.

Math for Teacher Trainer of Trainer Leadership Institute (2 day): Participants receive resources and additional training in relation to the teacher and administrator Phase I training. Training will include requirements of implementing Phase 1 training and training strategies for teachers and administrators.

Phase Two gets into the details of effective implementation with specific instructional strategies, developing deep content knowledge, formative assessment, and support in re-engineering current resources to support more rigorous standards.


Math Formative Assessment (2 day): Teachers will analyze ACCS assessment prototypes to write assessment items that measure student progress at the formative level. Topics include the following: deconstruction of standards, task analysis, end of lesson assessment, instructional priorities, levels of cognition, and item construction.

Math EQuIP Training (1 day): Participants will use the state approved EQuIP rubric to assess exemplar and teacher created lessons and provide specific feedback for improvement of lessons. Topics will include the following: evaluation of lesson plans using EQuIP rubric and revising lessons.

Math Writing in the Classroom (1 day): Participants will examine the benefits to writing in math class and how to use the writings to deepen students’ conceptual understanding in mathematics. Topics will include the following: writing for a purpose, effective writing in math class, academic vocabulary, writing progressions, and evaluating student writing.

Math Questioning Strategies (1 day): Participants will create higher-level critical thinking questions to develop deeper conceptual understanding in mathematics and move toward constructed learning. Topics will include the following: generating literal, probing, justification, interpretive questions, and student discourse.

Math Revising Lessons and Units to Meet ACCS (3 days): Participants will use the EQuIP rubric to evaluate exemplar units and their own units. Topics will include the following: rigor, content progressions, mathematical practices, alignment, differentiation, and assessment.

Math 3rd-5th Grade Content Training (1 day): Participants will construct a deeper understanding of fractions with a special emphasis on learning progressions and relational thinking. Topics will include the following: connections among domains, mathematical practices, and mathematical tasks.

Math 6th-8th Grade Content Training (1 day): Participants will gain depth of content understanding. Topics will include the following: ratios and proportions, expressions and equations, interrelationships among domains, mathematical practices, and mathematical tasks.

Math K-2nd Grade Problem Solving (2 day): Participants will examine problem types and conceptual understanding of increase content rigor aligned with operations and algebraic thinking. Topics will include the following: problem types, problem solving, multiple strategies, questioning, analysis of student work, and observations of K-2 lessons. (This two-day workshop will be an introduction into Cognitively Guided Instruction.). 

Math for Leaders (2 day): Participants will develop expertise of classroom expectations and leadership strategies. Topics will include the following: analysis of pedagogy, PARCC prototypes and implications for instruction, EQuIP rubric, implementation timelines, and short-and- long-term planning.


Response to Intervention in Mathematics (2 day): Participants will learn about what Response to Intervention (RtI) is and is not. Participants will learn successful components of mathematics focused Response to Intervention models.  Strategies to assist intervention and enrichment for students based on data will be discussed. Time will be provided to begin planning a Mathematics RtI model specific to the participant’s site’s needs. This workshop can be offered as two separate one-day workshops and is relevant to administrators, teacher leaders, and teachers.