Summer Institute 2026

Schedule of Classes Available Soon

More details about classes will be provided in the PD Online Catalog during registration.

Date TBD - PSD Staff Biometric Screening Appointments

Registration Link

To positively impact student achievement and growth, the purpose of Summer Institute is to provide time for teams of staff to learn, share, collaborate, and design products that we typically do not have time for during the school year.

The topics of classes are initiated by PSD staff and classes are then designed and facilitated by PSD staff.

All Summer Institute classes focus on meeting the PSD District Ends and Strategic Plan Priorities while connecting to dimensions of the PSD Standards-Based Teaching and Learning Framework (5D+).

Summer Institute differs from typical PSD professional development classes in that classes are designed to allow specific audiences to co-create products that will help that audience during the following school year and beyond. These are not traditional trainings but follow more of a collaborative workshop model. This is not a "conference" or opportunity to take any class that might look interesting or simply to accumulate credit.

We are fortunate in PSD to continue to offer Summer Institute. The interest and attendance continues to grow. It has actually grown so much that we are starting to reach a tipping point with our resources. Thus we continue to refine the classes that are offered and the available slots per class based upon our budget and physical space of the hosting school. In determining the schedule for Summer Institute, we continue to be guided by our three Summer Institute expectations :

All content must align with PSD Ends, Priorities, 5Ds, and standards.

Priorities for Summer 2025

Classes need to focus on system priorities of disrupting disproportionality, literacy, graduate with options, and mental health and belonging

Directly align to Academic Cabinet’s Academic Vision
Directly align to and advance Strategic Plan projects
Strengthen implementation of high quality instructional materials
Promote evidence-based pedagogy to address student strengths and needs
Contribute to staff’s capacity to ensure all students have access to universal experiences within the preventative framework of Colorado’s Multi-Tiered System of Supports

Where possible, connect content to CDE licensure training requirements (eg. CLDE/ELL or special education behavioral health).

The time should be used for staff to collaboratively design a product that would be used in the following school year.

Focus for Summer Institute Collaboration

Products should be created by teams (not time for individual staff to create individual projects alone).
Preference will be given to classes where products will directly impact students (as compared to resources that primarily benefit adults).
Products should be helpful to staff not in attendance.
Summer Institute time cannot be used solely to make supplies (i.e. cutting, laminating, printing).

The class should be open to staff from multiple schools.

Individual schools or teams might explore collaborative efforts in June but if the content is not applicable to multiple schools, that class would not be part of the PSD Summer Institute.

RMHS_SI Descriptors Floorplan.pdf

Thank You For Your Input: Summer Institute 2026

Thank you to the 200 participants who gave input and suggestions for the 2026 Summer Institute! Here is an AI-generated summary of responses when asked: What topics, learning or courses would you be interested in collaborating on with colleagues during Summer Institute?

Curriculum Planning and Implementation: Multiple responses emphasized the need for time to work on and align with the newly adopted curriculum, particularly the new math curriculum. Other topics include outlining new unit plans, creating common units and assessments, developing curriculum for new courses, and exploring the newest EL's curriculum (2025). Specific subject area needs include World Language new curriculum, ELA (Units of Study, grammar instruction, literacy/reading/writing interventions), Social Studies (units that match standards, incorporating History Matters), FACS, CTE, and Visual Arts curriculum development.

Technology and AI Integration: There is significant interest in the use of Generative Artificial Intelligence (AI) in education, including its place in the classroom, responsible use, and using AI to support learning and teaching. Other technology interests include coding, Canva or Adobe suite products, K-5 Computer Science Standards, and integrating technology in PE.

Student Support and Behavioral Health: Requests focused on social/emotional learning (SEL) strategies, mental health and behavioral support (including resources, trauma-informed practices, de-escalation training, and defining mental health tiers), and topics that qualify for the Behavioral Health re-licensure requirements. Also requested are sessions on MTSS/PBIS planning, academic interventions for students with disabilities, Autism program modifications, and co-regulation strategies.

Collaboration and Content Deepening: Respondents requested dedicated time for collaboration with grade level teams and content area colleagues (especially for those who are the only teacher of a subject), common content creation, and sharing best practices (e.g., small groups, data-driven instruction, inquiry support, coteaching). There is also interest in IB/MYP unit planning, depth and complexity, and studio classes for subject matter knowledge.

Professional and Re-licensure Development: Interest was noted in classes that meet the Special Education and Behavioral Health state requirements for relicensure, ELD certification for CO licensure, and basic Spanish for Educators. Other professional topics include College Planning tools, Graduating with Options, Executive Functioning support, and CPR First Aid training.

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