i-Ready Classroom Mathematics Professional Development Course Descriptions

Our professional development is designed to grow along with your implementation, meeting the learning needs and interests of educators at each phase of their development: New, Practicing, and Advanced. Our courses address a set of common learning outcomes, while our Tailored Support sessions deliver targeted outcomes specific to your needs. These sessions may be delivered virtually or in person.

Courses for New Users

View Other i-Ready Classroom Mathematics Courses: Practicing Users | Advanced Users

Preparing to Teach i-Ready Classroom Mathematics

Preparing to Teach i-Ready Classroom Mathematics equips teachers to launch a successful implementation. As educators experience i-Ready Classroom Mathematics instruction through video and discussion, they begin to make connections between the program, the Standards for Mathematical Practice, and the NCTM Effective Mathematics Teaching Practices. Educators put their hands on print and essential digital components to learn about the program and prepare for the first few weeks of instruction. This preparation focuses on creating a discourse-rich classroom that supports students’ mathematical reasoning and conceptual understanding through each day of instruction to work toward mathematical goals. Educators also learn how to administer the Diagnostic for reliable student data and why that unlocks the power of the Diagnostic to drive differentiated instruction.

Outcomes
As a result of our time together, educators will be able to:

  • Teach Lesson 0 to establish a classroom where students make meaning of mathematics through purposeful conversation.
  • Use the Teacher's Guide to plan and implement i-Ready Classroom Mathematics instruction.
  • Motivate and prepare students to do their best on the Diagnostic.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Implement tasks that promote reasoning and problem solving.
  • Facilitate meaningful mathematical discourse.

Format

The recommended length for these centrally delivered courses is six hours—with each course needing a minimum scheduled time of at least four hours. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Developing Mathematical Thinkers through Instructional Routines

In Developing Mathematical Thinkers through Instructional Routines, educators examine how to use i-Ready Classroom Mathematics’ Try–Discuss–Connect routine to support productive student discourse. Within each step of the routine, educators reflect on students’ opportunities to engage with mathematical practices, including making sense of and solving a task, discussing various strategies, and connecting between representations. Educators plan for the routine within the context of a day of instruction, focusing on effective ways to facilitate student-led discourse that lead to shared understanding of mathematical concepts.

Outcomes
As a result of our time together, educators will be able to:

  • Draw connections between the Try–Discuss–Connect routine and mathematical practices.
  • Use the routine as a vehicle for developing conceptual understanding through shared student thinking, productive struggle, and authentic discourse.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Implement tasks that promote reasoning and problem solving.
  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Moving Forward with Grade-Level Instruction

Educators use formal and informal data to learn more about each student’s understanding of essential knowledge and skills. Then they make decisions about upcoming grade-level instruction with plans to integrate prerequisite concepts and skills their students may still need. While they complete lesson planning work during the course, educators develop and apply their understanding of when and how program components can support differentiation during whole class instruction.

Outcomes

  • Use formal and informal assessment data to determine how to address students’ strengths and needs within grade-level instruction.
  • Explain how i-Ready Classroom Mathematics provides differentiated supports that advance learning for all students during whole class instruction.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Implement tasks that promote reasoning and problem solving.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Using Reflective Practice to Enhance Instruction

In Using Reflective Practice to Enhance Instruction, educators analyze and discuss actions and beliefs that are key to teaching and learning mathematics with understanding, and use them to reflect on features of their own i-Ready Classroom Mathematics instruction. They follow the journey of teachers who encountered struggles as they worked to refine their instructional practice, but made great progress because of their willingness to try and each small win that followed. Through work with video and vignettes, educators gain insights into new ways of seeing and interpreting instructional interactions and leave with plans to enhance instruction ahead.

Outcomes

  • Describe productive actions and beliefs about teaching and learning mathematics and how they come to life in i-Ready Classroom Mathematics.
  • Critically reflect on their practice and characterize strengths to build on and shifts they might want to make.
  • Identify steps to take and tools to use to enhance instruction.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Facilitate meaningful mathematical discourse.
  • Use and connect mathematical representation.
  • Build procedural fluency from conceptual understanding.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading an i-Ready Classroom Mathematics Implementation I

In Leading an i-Ready Classroom Mathematics Implementation I, leaders implementing this program are introduced to strategies for identifying observable markers of effective mathematics instruction and to practices which support teachers in selecting appropriate program components, preparing for instruction, and establishing routines to facilitate meaningful discourse. If time permits, leaders construct a clear action plan enabling them to monitor the health of implementation and inform next steps and/or adjustments to achieve a successful implementation.

Outcomes

  • Reflect on current instructional practice and set goals for implementation in math classrooms as a result of i-Ready Classroom Mathematics implementation.
  • Identify essential i-Ready Classroom Mathematics program components that will support teachers in meeting implementation goals.
  • Use the Top Teacher Actions Look Fors tool to monitor the health of implementation and inform next steps for professional learning.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for New Users Include:

  • Developing Fluency with i-Ready Classroom Mathematics
  • Interactive Video Series
  • Using i-Ready Classroom Mathematics Assessment Data to Drive Instruction
  • Planning and Pacing

THE EDUCATOR PREP SERIES

The Educator Prep Series is a flexible online complement to and extension of your onsite i-Ready Classroom Mathematics Professional Development program. The Educator Prep Series contains online modules and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The modules are intended to be used on demand to help educators extend or refresh their learning as they put i-Ready Classroom Mathematics strategies into practice.

Practicing Users

View Other i-Ready Classroom Mathematics Courses: New Users | Advanced Users

Promoting Strong Mathematical Conversations

In Promoting Strong Mathematical Conversations, educators consider strategies to develop their mathematics community where students justify their own thinking and consider the mathematical justifications of their peers, building increased student understanding and ownership. Educators jumpstart their year by actively participating in the Try–Discuss–Connect routine and rehearsing their first lesson focused on elevating the level of mathematics conversations in their classroom. Educators then connect this first lesson to the larger unit and engage in collaborative unit analysis unpacking mathematical content, establishing students’ learning goals, and understanding the mathematical learning progression of Unit 1 and beyond.

Outcomes
As a result of this learning, educators will be able to:

  • Create a mathematics community where students justify their reasoning and consider the mathematical strategies and justifications of their peers.
  • Build student ownership, perseverance, and a deep understanding of mathematics through student-driven conversations using the Try–Discuss–Connect routine.
  • Establish clear mathematical goals for Unit 1 to focus student learning.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Facilitate meaningful mathematical discourse.
  • Support productive struggle in learning mathematics.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Sequencing Student Ideas to Deepen Mathematical Reasoning

In Sequencing Student Ideas to Deepen Mathematical Reasoning, educators analyze student work samples and build their teaching practice for selecting, sequencing, sharing, and connecting student-generated strategies to advance established mathematical goals. Educators also hone their ability to pose purposeful questions during the Try–Discuss–Connect routine to continue to develop students’ mathematical confidence and ability to independently activate the Standards for Mathematical Practice.

Outcomes
As a result of our time together, educators will be able to:

  • Anticipate and monitor students’ mathematical thinking related to session goals.
  • Use i-Ready Classroom Mathematics supports to select and sequence student solutions during whole class discussion.
  • Pose questions that lead students to use, discuss, and connect multiple representations.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.
  • Build procedural fluency from conceptual understanding.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading an i-Ready Classroom Mathematics Implementation II

Leading an i-Ready Classroom Mathematics Implementation II prepares leaders who have been using i-Ready Classroom Mathematics for at least one year to support a school culture that fosters a growth mindset among students and educators. Leaders refine their implementation plans to build on the prior year’s successes and enhance use of observation tools to support development of teachers. If time permits, leaders examine case studies so they can make connections to and generate next steps for their implementations. Leaders discuss ways to build trusted partnerships with teachers and provide actionable feedback to promote learning.

Outcomes

  • Create an implementation plan for the coming year that builds on successes and identifies improvement strategies for growth areas.
  • Refine use of the Look Fors tool as a way to collect evidence of implementation progress.
  • Develop expertise in providing educators with actionable, bite-sized feedback related to student mathematics learning.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for Practicing Users Include:

  • Leadership Classroom Visits—Look Fors (geared toward Math Leads and Coaches)
  • Support for New Users
  • Implementation Reflection with Look Fors
  • Try–Discuss–Connect Routine
  • Assessment, Data, and Personalized Instruction Support

THE EDUCATOR PREP SERIES

The Educator Prep Series is a flexible online complement to and extension of your onsite i-Ready Classroom Mathematics Professional Development program. The Educator Prep Series contains online modules and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The modules are intended to be used on demand to help educators extend or refresh their learning as they put i-Ready Classroom Mathematics strategies into practice.

Advanced Users

View Other i-Ready Classroom Mathematics Courses: New Users | Practicing Users

Promoting Strong Mathematical Conversations

In Promoting Strong Mathematical Conversations, educators consider strategies to develop their mathematics community where students justify their own thinking and consider the mathematical justifications of their peers, building increased student understanding and ownership. Educators jumpstart their year by actively participating in the Try–Discuss–Connect routine to observe how productive talk can deepen student reasoning and understanding. They engage in collaborative unit analysis to unpack mathematical content, establish students’ learning goals, and understand the mathematical learning progression of Unit 1 and beyond. With this knowledge, educators then prepare to facilitate their first lesson focused on elevating the level of mathematics conversations in their classroom.

Outcomes
As a result of this learning, educators will be able to:

  • Create a mathematics community where students justify their reasoning and consider the mathematical strategies and justifications of their peers.
  • Build student ownership, perseverance, and a deep understanding of mathematics through student-driven conversations using the Try–Discuss–Connect routine.
  • Establish clear mathematical goals for Unit 1 to focus student learning.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Facilitate meaningful mathematical discourse.
  • Support productive struggle in learning mathematics.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Sequencing Student Ideas to Deepen Mathematical Reasoning

In Sequencing Student Ideas to Deepen Mathematical Reasoning, educators analyze student work samples and build their teaching practice for selecting, sequencing, sharing, and connecting student-generated strategies to advance established mathematical goals. Educators also hone their ability to pose purposeful questions during the Try–Discuss–Connect routine to continue to develop students’ mathematical confidence and ability to independently activate the Standards for Mathematical Practice.

Outcomes
As a result of this learning educators will be able to:

  • Anticipate and monitor students’ mathematical thinking related to session goals.
  • Use i-Ready Classroom Mathematics supports to select and sequence student solutions during whole class discussion.
  • Pose questions that lead students to use, discuss, and connect multiple representations.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.
  • Build procedural fluency from conceptual understanding.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Making Mathematics Accessible through Purposeful Questioning

In Making Mathematics Accessible through Purposeful Questioning, educators explore the important role teacher questions play in the Try–Discuss–Connect routine and examine how high-leverage questions can engage all students in rich mathematical discussion. With i-Ready Classroom Mathematics resources in hand, they consider how and when questions can be used to probe student thinking and build connections among mathematical ideas. Working collaboratively to analyze transcripts and respond to scenarios gives educators practice using purposeful questions and lays a foundation for continuing this practice when they return to the classroom.

Outcomes
As a result of this learning, educators will be able to:

  • Describe types of teacher questions and patterns of questioning that advance student thinking.
  • Explain how teacher questions align with the Try–Discuss–Connect routine.
  • Consider how to strategically respond to answers students give in order to sustain and deepen mathematical discourse.
  • Use i-Ready Classroom Mathematics questions strategically when planning and implementing the Try–Discuss–Connect routine.

NCTM Effective Teaching Practice Connection

  • Implement tasks that promote reasoning and problem solving.
  • Support productive struggle in learning mathematics.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading an i-Ready Classroom Mathematics Implementation III

Leading an i-Ready Classroom Mathematics Implementation II prepares leaders who have been using  i-Ready Classroom Mathematics for at least one year to support a school culture that fosters a growth mindset among students and educators. Leaders refine their implementation plans to build on the prior year’s successes and enhance use of observation tools to support development of teachers. If time permits, leaders examine case studies so they can make connections to and generate next steps for their implementations. Leaders discuss ways to build trusted partnerships with teachers and provide actionable feedback to promote learning.

Outcomes

  • Create an implementation plan for the coming year that builds on successes and identifies improvement strategies for growth areas.
  • Refine use of the Look Fors tool as a way to collect evidence of implementation progress.
  • Develop expertise in providing educators with actionable, bite-sized feedback related to student mathematics learning.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended. These sessions may be delivered virtually or in person.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for Advanced Users Include:

  • Facilitated Collaborative Team Planning (geared toward Math Leads and Coaches)
  • Support for New Users
  • Advanced Differentiated Instruction Practices
  • Try–Discuss–Connect Routine
  • Implementation Reflection with Look Fors
  • Assessment, Data, and Personalized Instruction Support

THE EDUCATOR PREP SERIES

The Educator Prep Series is a flexible online complement to and extension of your onsite i-Ready Classroom Mathematics Professional Development program. The Educator Prep Series contains online modules and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The modules are intended to be used on demand to help educators extend or refresh their learning as they put i-Ready Classroom Mathematics strategies into practice.

Your Local Curriculum Associates Contact

Shenique Mens-Smith

Your Local Curriculum Associates Contact