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Our Services
SCHOOLWIDE SERVICES
Group essential math standards into units of study across the academic year.
Identify power standards aligned with NYS Mathematics Exam and target standards based on student data from the previous school year.
Unpack standards and identify conceptual understandings and procedural knowledge and skills students will need for mastery of each math standard within the units of study.
Craft daily learning targets with performance tasks for formative assessments.
Create pacing calendar that includes instructional days for each standard and completion date in alignment with mid and end of unit assessments.
- Informal observations of whole and small group instruction with a focus on teacher’s knowledge of content and pedagogical approaches to groups of students.
- Observe teacher’s engagement of students in discourse through whole group, paired or small group talk with a clear intent to monitor student learning.
- Monitor teacher’s methods for checking for understanding during instruction and capturing evidence of student learning.
- Model whole and small group instruction and co-teach.
- Core strategies for teaching addition and subtraction in Grades K-2
- Core strategies for teaching multiplication and division in Grades 3-5
- Creating an ALGEBRAFIED classroom in elementary school
- Using critical thinking questions to promote student learning
- Using mathematical routines to develop reasoning and fluency
- Strategies for differentiating math instruction in Grades K-12
- Using Assessments FOR Learning
- Using math centers to motivate and differentiate
- Support teachers in reviewing, creating and adjusting curriculum maps for the new academic year.
- Create assessment calendar in alignment with curriculum units and paced with New York State exams
- Support school leaders in writing math instructional guidelines and setting clear expectations for teaching and learning in daily lessons
- Design a professional development calendar that includes topics, facilitators, resources, etc.
- Support school in establishing and training a team of teachers to facilitate MBK program throughout the school year with a focus on:
- Understanding how African American boys learn
- How to build relationships with boys and connect beyond school environment
- Team Building exercises with boys
- Engaging boys in discussion
- Review and develop standards-based curriculum map in ELA.
- Work with teachers and administrators to unpack Next Generation reading and writing standards for each grade.
- Identify key target standards for each grade level using student data; explore the school’s reading program to create a pacing calendar that includes standards, key objectives, performance tasks and unit assessments.
- Identify programs and resources to supplement instructional programs.
- Support school administrators in designing and maintaining school wide system for collecting, monitoring and analyzing school wide data; train teacher teams to engage in data inquiry using specific protocols with fidelity.
- Develop formative and summative assessments.
Professional development through the coaching process offers teachers hands-on support as coach comes alongside teachers to function as “teammates” and provide real-time solutions and feedback for immediate improvement in instruction.
The coaching protocol includes:
- Informal observations of whole and small group math instruction with a focus on teacher’s knowledge of mathematical content and pedagogical approaches to groups of students.
- Listening to teacher’s engagement of students in mathematical discourse through whole group, paired or small group talk with a clear intent to monitor student learning.
- Monitoring teacher’s methods for checking for understanding during instruction and capturing evidence of student learning.
- Developing formative and summative assessments.
- Modeling whole and small group instruction.
- Co-teaching
- Methods for increasing student voice in the classroom
- Checking for understanding during instruction
- Creating a classroom culture of rigor and high expectations
- Setting clear instructional outcomes and monitoring for achievement
Virtual Family Math Game Nights focused on:
- Building strong family-school partnerships
- Teaching parents/guardians strategies to help their children build strong math skills
- Exploring grade-level math through games and activities
- Engagement in standards-based activities that reinforce math skills and concepts
- Students will be able to identify and explain the essential components of a computer.
- Students will explain the process of building a computer.
- Students will engage in team work to build a functional computer
Our Offerings
LEADERSHIP SUPPORT FOR PRINCIPALS AND ASSISTANT PRINCIPALS
- Monitoring core instruction and pacing
- Observation and feedback cycle using Danielson Framework
- Building teacher capacity and leadership
- Monitoring effectiveness of programs and initiatives
- Establishing and monitoring Comprehensive Educational Goals
- Creating school teams around instruction, social emotional learning, data, SWDs and at-risk students, ELLS, professional development, technology, etc.
- Creating positive school culture
- Building and maintaining parent engagement
- Methods of communication with pedagogical and non-pedagogical staff
- Academic intervention systems and services
- Grievances, disciplinary measures and other labor-related matters.
- Engage school leaders in assessment of leadership in key components of MPPR rubric.
- Plan specific next steps for strengthening leadership practices in targeted areas.
- Support teachers in reviewing, creating or adjusting curriculum maps for the new academic year.
- Set up assessment systems and timelines in alignment with curriculum map
- Support school leaders in writing instructional guidelines in Math, Reading, Writing, Science and Social Studies.
- Design a professional development calendar that includes topics, facilitators, resources, etc.
Group essential math standards into units of study across the academic year.
Identify power standards aligned with NYS Mathematics Exam and target standards based on student data from the previous school year.
Unpack standards and identify conceptual understandings and procedural knowledge and skills students will need for mastery of each math standard within the units of study.
Craft daily learning targets with performance tasks for formative assessments.
Create pacing calendar that includes instructional days for each standard and completion date in alignment with mid and end of unit assessments.
- Design plan for collection and maintenance of key data sources to monitor student progress across all grades and core subjects.
- Support school administrators in establishing and maintaining school wide systems for monitoring and analyzing school wide data.
- Engage with teacher teams in data inquiry protocols.
- Design system for conducting observation and feedback cycle including monitoring teacher progress in target areas
- Observe lessons with school administrators, determine ratings, identify evidence and write actionable, time bound next steps for improvement in instruction.
- Create a system for maintaining pace of observations, conducting composite visits on specific Look For’s and providing immediate feedback.
- Design and implement a plan for Teachers in Need of Improving and teachers with trending developing practices in Domains 1 – 3.
Teacher Development
- Full training on the 8 components of the Danielson Framework
- Unpack ELA lesson plans through the lens of Component 1e
- Identify the essential learning
- Craft clear, standards-based instructional objectives
- Align tasks to objectives
- Allocate instructional time for proper pacing
- Create instructional groups and/or varied tasks
- Classroom observation and coaching on Component 3c
- Written and verbal feedback
Focus: How do I use what I know about students to change what I teach?
- Full training on the 8 components of the Danielson Framework
- Unpack Component 1e
- Identify the essential learning
- Craft clear, standards-based instructional objectives
- Align tasks to objectives
- Review formative and summative data sources
- Create varied tasks for groups of students
- Identify student needs and patterns in student performance
- Plan targeted support for students
- Conduct small-group instruction aligned with schoolwide expectations
Teachers identify: What does each group need? What will the teacher do differently?
Group essential math standards into units of study across the academic year.
Identify power standards aligned with NYS Mathematics Exam and target standards based on student data from the previous school year.
Unpack standards and identify conceptual understandings and procedural knowledge and skills students will need for mastery of each math standard within the units of study.
Craft daily learning targets with performance tasks for formative assessments.
Create pacing calendar that includes instructional days for each standard and completion date in alignment with mid and end of unit assessments.
- Design plan for collection and maintenance of key data sources to monitor student progress across all grades and core subjects.
- Support school administrators in establishing and maintaining school wide systems for monitoring and analyzing school wide data.
- Engage with teacher teams in data inquiry protocols.
- Full training on the 8 components of the Danielson Framework
- Unpack Components 1c, 3b and 3d
- Setting instructional outcomes
- Checking for understanding in instruction
- Planning for self- and peer assessment
- Methods for looking at student work products during instruction
- How to promote student discourse and monitor students’ responses
- Classroom observation and coaching on 3d
- Written and verbal feedback
- Professional Development Workshop: Exploring the Language of Next Generation Reading Standards
- Determine essential learning in each lesson by identifying the key reading or writing standard
- Review lesson plans with a focus on Component 1a — explicit instruction
- Professional Development Workshop: Strategies for Teaching Theme, Central Idea, Point of View (POV), and Summarizing — 2 sessions
- Professional Development Workshop: Active Thinking Strategies During Reading (visualizing, questioning, connections, etc.) — 2 sessions
- Observe implementation, model instruction, and provide coaching
Strategies for Increasing Student Voice During Instruction and Promoting Student Agency
- Danielson rubric training in Components 3b and 3c
- What do students need to be trained to do?
- Methods for promoting pair and group discussion
- Student accountability
Creating a Culture for Learning (Behavior Management)
- Danielson rubric training in Components 2a and 2d
- Classroom do’s and don’ts
- Using student interest surveys
- Establishing classroom norms
Mathematics Support for Teachers
NYC Solves sets the standard. Deeway coaching makes it happen in every classroom.
K–12 math instructional coaching aligned to NYC Solves — the NYCPS Mathematics Initiative — strengthening the practices your school is already building, across any curriculum. We support math teachers in three ways.
What it is: Targeted in-classroom coaching gives teachers the opportunity to clarify, deepen, and reflect on the connections between planning, implementation, and student understanding. The focus is shaped by teacher content knowledge, professional goals, and student data — with feedback on lesson execution and student learning.
- Informal observations of whole- and small-group instruction, focused on the teacher’s content knowledge and pedagogical approaches to groups of students
- Observe how the teacher engages students in discourse through whole-group, paired, or small-group talk with a clear intent to monitor student learning
- Monitor the teacher’s methods for checking for understanding during instruction and capturing evidence of student learning
- Use data to target intervention
- Model whole- and small-group instruction, including co-teaching
Group essential math standards into units of study across the academic year.
Identify power standards aligned with NYS Mathematics Exam and target standards based on student data from the previous school year.
Unpack standards and identify conceptual understandings and procedural knowledge and skills students will need for mastery of each math standard within the units of study.
Craft daily learning targets with performance tasks for formative assessments.
Create pacing calendar that includes instructional days for each standard and completion date in alignment with mid and end of unit assessments.
- Design plan for collection and maintenance of key data sources to monitor student progress across all grades and core subjects.
- Support school administrators in establishing and maintaining school wide systems for monitoring and analyzing school wide data.
- Engage with teacher teams in data inquiry protocols.
What it is: Structured planning sessions in which teachers focus on planning, clarifying units of study and/or curriculum resources. Teachers gain insights into what students are expected to understand and do, and how that information connects to prerequisite and subsequent mathematical skills.
- Group essential math standards into units of study across the academic year
- Identify power standards aligned with the NYS Mathematics Exam and target standards based on student data from the previous school year
- Unpack standards and identify the conceptual understandings and procedural knowledge and skills students need for mastery of each standard within the units of study
- Craft daily learning targets with performance tasks for formative assessments
- Create a pacing calendar with instructional days for each standard and completion dates aligned with mid- and end-of-unit assessments
- Observe implementation and provide job-embedded coaching
What it is: One-day workshops that build teachers’ mathematical content knowledge. Each workshop includes classroom observations, and the workshops are offered as a separate add-on to Services 1 and 2.
Grades 3–5
- Multiplication & Division — Beyond repeated addition: the four problem structures, both meanings of division, and property-based computation.
- Developing Fraction Concepts — Extending the number system with multiple representations, equivalence through reasoning, and computation grounded in meaning.
- Algebraic Thinking — Properties, the equals sign as balance, variables, quantitative reasoning, and functional thinking — well before formal algebra.
- Geometry & Measurement — Moving past shape prototypes to property-based reasoning, transformations, and measurement as unit iteration.
Grades 6–8
- Ratios, Proportions & Proportional Reasoning — Moving beyond cross-multiplication to build genuine multiplicative reasoning and spot false proportions.
- Expressions, Equations & Functions — Why equations have one, none, or infinite solutions, and what separates a function from an equation.
Format
- Each workshop is 3 hours, expandable to a full day with extended practice
- Pairs naturally with follow-up Classroom Application sessions
Also available
- Understanding the Five Mathematical Shifts — one full day, including workshop and classroom observation