What We Believe

Every student deserves consistent grade-level, engaging, affirming, and meaningful (GLEAM) learning experiences. This is critical for students from historically marginalized groups, who are least likely to receive such rigorous and relevant instruction.

School systems must build coherent instructional systems that support teachers in implementing standards-based curriculum and grow the conditions needed to accelerate student learning at each school site.

We know that the tasks students do every day predict their achievement over time (Elmore).  High-quality instructional materials (HQIM)–based in research and aligned to grade-level standards–support teachers in providing challenging and engaging texts and tasks that build towards long-term learning goals. 

However HQIM usually lack connections to local resources and cultural funds of knowledge that makes learning more powerful for students. Teachers sometimes abandon use of HQIMs to design a curriculum that they believe is more relevant. With limited planning time and little support to localize HQIMs, teachers can unintentionally lower the rigor, creating interesting lessons that do not require students to meet the demands of the standards.

Grounding learning in the local context promotes engagement, critical thinking, cultural responsiveness, and pride in community. 

School systems must take a strategic approach to both supporting teachers with implementation of HQIMs and ensuring the curriculum is engaging, affirming and meaningful to students in their local context. 

All students can and will achieve at high levels when they are provided culturally affirming instruction rooted in a rigorous and relevant curriculum.

School systems must grow cultures of shared learning by telling stories of impact within their local context. By learning from peers, teachers and school teams can grow their collective efficacy, building mindsets for long-term impact.