Partner Profile
Phenomenon Science Education
We are your partner in professional learning for curriculum adoption.
Phenomenon Science Education was approved for the PLPG in August 2024.
Rivet Education evaluates the three sections marked with the checkmark icons. All other details are self-reported, so we recommend confirming them directly with each partner.
How are partners selected for the PL Partner Guide?
OUR TEAM
10 or fewer facilitators/coaches
Less than 10% are non-white
WHERE WE WORK
We have worked here
We are also willing to work here
WHO WE ARE
We can help you establish and implement the right adoption process for your school system. Every school has a unique set of stakeholders, constraints, and assets. Our methods, while detailed and extensive regarding three-dimensional standards, HQIM, and equity, are flexible with respect to establishing a vision for your system and determining processes and priorities for that vision. We ask the right questions, listen to your needs, and offer intensive workshops, immersive experiences, and process guidance.
TYPES OF SUPPORT WE OFFER
Rivet Education evaluates this information
- Adopting an ELA curriculum
- Adopting a math curriculum
- Adopting a science curriculum
- Initial implementation
- Ongoing implementation support for teachers
- Ongoing implementation support for leaders
What are these phases?
Types of districts that we have experience working with
- Traditional District
- Charter
- Private
- Parochial
- Urban
- Suburban
- Rural
- Fewer than 2,500 students
- 2,500 to 10,000 students
- 10,000 to 50,000 students
- 50,000 to 100,000 students
- More than 100,000 students
- Greater than 60% of economically disadvantaged students
- Greater than 20% of English language learners
- Greater than 20% of students with disability
- Greater than 80% students of color
Why is this important?
OUR CURRICULUM EXPERTISE
As a partner who exclusively supports the adoption phase of curriculum, Rivet does not evaluate their expertise in any particular high-quality instructional materials.
This partner's approach and services
How we address equity
In our workshops, we discuss equity and bias asking participants to consider how all people sometimes struggle with preconceived notions of capability and success. Participants consider how lived experiences, abilities, and preferences impact student and teacher successes and struggles. This is particularly relevant when we discuss choosing examples of topics and making sure that all students who will explore an example can relate to it. Participants are encouraged to consider how a lack of sensitivity to, or acknowledgment of, students’ lived experiences can inadvertently create an instructional environment that is more difficult for some students.
Why is this important?
How we build district capacity
HQIMs should facilitate students achieving a proficient level of understanding of the relevant topics. HQIMs related to three-dimensional standards should, at least in part, involve students using the tools of science to explore real-world examples of the topic being taught (phenomena). To properly shepherd students toward that end, teachers need to show proficiency with phenomena, with how three-dimensional standards are structured, and with how they are intended to function. We offer professional learning workshops specifically designed to guide participants to the required level of proficiency.
Why is this important?
