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CERCA Slides

1+ weeks of instruction–fully ready to present and easy to edit. Do your thing!!

Use symbolism and historical context to write a personal narrative about an object of significance in your life.

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CERCA Slides are…

Research-based practices that lead to accelerated reading and writing growth.

Teacher’s Guide

A guide for you to understand how to best use this resource.

�(yellow slides)

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Online Lessons

A set of lessons students enjoy on learn.thinkcerca.com platform.

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Student Guide

A guide for note-taking, discussion, collaboration, and extension activities.

�(orange slides)

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Class Presentation

A student-facing presentation you can

edit for a hybrid, fully online, or fully

in-person class.

(blue slides)

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T E A C H E R G U I D E

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Coaching Tip: As fellow teachers, we know you don’t take anything out of the box and use it the way it was handed to you; that’s what makes you an awesome teacher!

We’re with you. Go ahead and Frankenstein this content based on your classroom’s needs.

We made this editable so you can add your touches right into this presentation. We want YOU to make these presentations your own. Again, the choice is yours!

Before you begin, assign the appropriate lessons to your groups. There are a number of student tools suggested along the way. Make copies of those tools to make them editable. Have your students make copies of them based on your copy.

TIPS:

Use the links to preview the content. If you have the time, come back here and go through the entire Teacher Guide.
Been here before? Use this slide as a shortcut to the content you want!

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Why switch to CERCA Slides?

Flexible and resilient literacy routines enable learning in in-person, hybrid, and virtual settings.

Take Daily Lesson Planning Off Your Plate

Save hours of detailed lesson planning each week.

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Let Students Drive Their Learning

Student guides spell out every step, so students can work at their own pace without sacrificing collaboration.

Support SEL in Your Classroom

Build relationships with students to support SEL and calm classrooms.

T E A C H E R G U I D E

Watch this webinar: ThinkCERCA’s Flexible and Resilient Literacy Routines

Make MTSS Doable

Support personalized learning and data sharing across teams in Tier 1 instruction.

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What will students know, understand, and be able to do through this lesson?

Knowledge

Elements of narrative writing; how authors use personal narrative to explore their own ideas and attitudes.

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Understanding

The ways in which writers help readers create understanding through the selection of words and sensory details; That an author may have different purposes for writing personal narratives.

T E A C H E R G U I D E

Making Arguments About Words and Details in Literature

Skills

Take effective notes; analyze elements of narrative; Compose literary texts such as personal narratives.

Close Reading & Writing: At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Assign these lessons at learn.thinkcerca.com

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What standards will this lesson help students practice?

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T E A C H E R G U I D E

CCSS

CCSS.RI.11-12.1; CCSS.RI.11-12.2; CCSS.RI.11-12.4; CCSS.RI.11-12.6 CCSS.W.11-12.3 CCSS.W.11-12.4, CCSS.W.11-12.5, CCSS.W.11-12.9, CCSS.W.11-12.10

TEKS

TEKS.ELAR.11.2(A); TEKS.ELAR.11.4(A); TEKS.ELAR.11.4(B); TEKS.ELAR.11.4(E); TEKS.ELAR.11.4(F); TEKS.ELAR.11.4(G); TEKS.ELAR.11.4(I); TEKS.ELAR.11.5(B); TEKS.ELAR.11.5(C); TEKS.ELAR.11.5(D); TEKS.ELAR.11.5(E); TEKS.ELAR.11.5(G); TEKS.ELAR.11.5(J); TEKS.ELAR.11.7(A); TEKS.ELAR.11.8(A); TEKS.ELAR.11.8(B); TEKS.ELAR.11.8(D); TEKS.ELAR.11.9(A); TEKS.ELAR.11.9(C); TEKS.ELAR.11.10(B)

CASEL Framework

SEL.Self-Awareness.1= Integrating personal and social identities; SEL.Self-Awareness.6= Examining prejudices and biases; SEL.Social Awareness.6=Identifying diverse social norms, including unjust ones

Learning for Justice Social Justice Standards

SJS.ID.9-12.2; SJS.ID.9-12.3; SJS.ID.9-12.5; SJS.DI.9-12.10; SJS.JU.9-12.11

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T E A C H E R G U I D E

Making Arguments About Words and Details in Literature At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?
SKILLS FOCUS	CLOSE READING AND WRITING LESSON
SESSION 1 40 minutes	STEP 1 40 minutes	STEPS 2, 3, 4 40-80 minutes	STEP 5 40-80 minutes
Direct instruction Lesson Check your Comprehension	Overview and Connect	Close Reading Multiple Choice Highlighting and Annotating�Activity	Build Your Narrative
Vocabulary Building Cornell Notes	Finding Purpose for Learning Think-Pair-Share	Pause and Reflect Test Prep Strategy	Pre-Writing Discussion (Optional) Peer Editing (Optional) Writing Reflection (Optional) Optional Extensions

At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab? (You can edit this!)

ThinkCERCA Platform

(Online)

ThinkCERCA Student Guide Tools

(Off-app, optional)

Activities can be completed asynchronously for hybrid or remote learning.

See detailed description of steps here!

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The CERCA slides describe and support the activities for the lesson, split over a skills focus activity and five lesson steps:

The Skills Focus provides a lesson matched to the core focus of the tasks in the close reading or writing lesson (for example, examining "Point of View and Perspective"). Teachers can lead students through the lesson, or have students collaborate to complete lessons.
In Step 1: Connect students make personal connections to the text and share their reflections on the key themes they will explore in the lesson. Then, they generate their own questions that they can explore as they read. This step is critical in social and emotional development and helps to build community.
In Steps 2, 3, and 4 students review the writing prompt. They read closely, answer multiple choice question, and highlight and annotate the text. They also complete an activity using a graphic organizer downloaded from the ThinkCERCA platform. The activity prompts students to begin to formulate ideas that will help them with their narrative writing in response to the prompt.
In Step 5, students draft their narrative. Discussion and collaboration throughout this process clarifies thinking and improves support and organization. Optional peer editing and reflection activities are also provided.

Coaching Tip: Before you begin, assign the appropriate lessons to your groups. There are a number of student tools suggested along the way. To edit a tool, first make a copy. Then, have your students copy your version of the tool.

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At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Use symbolism and historical context to write a personal narrative about an object of significance in your life.

Assign this lesson at learn.ThinkCERCA.com

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At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Use symbolism and historical context to write a personal narrative about an object of significance in your life.

Date	Focus/Step	On ThinkCERCA (Online)	Student Guide
X/XX	Vocabulary Skills Instruction	Complete the Direct Instruction lesson and check your comprehension	Vocabulary Building Cornell Notes
X/XX	Step 1: Connect	Read the Topic Overview; Write a brief personal reflection in Connect	Finding Your Purpose for Learning Think-Pair-Share
X/XX	Step 2: Read	Complete a close reading and answer the multiple choice questions	Pause and Reflect Test Prep Strategy
X/XX	Step 3: Engage with the Text	Highlight and annotate the text	Highlight and Annotate
X/XX	Step 4: Think	Complete Activity	Begin Developing Your Ideas
X/XX	Step 5: Build Your Narrative	Draft an outline and review with peers Complete final draft	Collaborate: Share Your Story Plan�Peer Editing (optional)�Writing Reflection (optional)
X/XX	Extension Activities		Inquiry to Research: Asking Questions of the Texts (optional) Inquiry to Research: Coming of Age Stories (optional) Storytelling Circle: Sharing Personal Narratives (optional)

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Use the Frayer Model activity to expand your understanding of important vocabulary from the reading.

V O C A B U L A R Y B U I L D I N G

Frayer Model

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Skills �Lesson

Student Guide

Complete Cornell Notes: Making Arguments About Words and Details in Literature

learn.thinkcerca.com

Complete “Making Arguments About Words and Details in Literature” lesson
Check Your Comprehension

View in ThinkCERCA

Open Student Guide

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See Synchronous Lesson Tips and Asynchronous Below

Talking Point: As we begin our study, we’ll start with a focus on skills. In this lesson, we will focus on developing your skills as a critical reader and writer.

Synchronous (30-40 minutes)

Coaching Tip: Students will need at least 15 minutes to complete the audio-supported lesson independently.

Provide the Cornell Notes for students to take notes.

You’ll need to make your own copy of the organizer if you want to further tailor it to your students’ needs.

Gradual Release of Responsibility Model:

I Do It: You can project the lesson and the organizer and complete the first part of the graphic organizer with the first 3 slides.
We Do It: Have students work with you to complete the next three slides, taking notes in the organizer.
You Do It Together: Have students work in pairs or small groups to complete the rest of the lesson.
You Do It Alone: Individually, each student summarizes their learning and completes the quiz in ThinkCERCA.

Coaching Tip: Collect answers from students and record them on a Class Copy of the Student Guide of the Cornell Notes. This can be used for later reference as a digital anchor chart and provided for diverse learners who need additional support.

Asynchronous Model:

You Do It Alone: Whether you introduce the lesson in a brief in class overview or not, individually, each student can review the lesson with audio support, summarize their learning, and complete the quiz in ThinkCERCA.

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Take notes on the Skills lesson online.
Summarize the central ideas of the lesson.

D I R E C T I N S T R U C T I O N G U I D E

Cornell Notes: Making Arguments About Words and Details in Literature

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Step 1: Connect

Student Guide

Complete Finding Your Purpose for Learning
Complete Think-Pair-Share

learn.thinkcerca.com

Read Topic Overview
Complete Connect Quick Write

View in ThinkCERCA

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Open Student Guide

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Coaching Tip: Have students read the Overview and complete the Finding Your Purpose for Learning reflection in the Student Guide. You’ll need to make your own copy of the Student Guide if you want to further tailor the document to your students’ needs and create a class master copy to use with diverse learners who may require note-taking accommodations.

Optional Coaching Tip: If this is the first time students have learned how to generate questions before reading the text, you can model the process with them. After reading the Overview, have the students complete the Finding Your Purpose For Learning section of the Student Guide using the Gradual Release of Responsibility Model.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It: Together: Have students work in pairs or small groups to generate more questions together.
You Do It: Alone: Individually, have each student generate questions.

Talking Point: Engaging with text is really all about connecting text to one’s self, to others, and to the world. As we continue to build our community of learning together, it’s important to take time to learn more about each other and discover your own purpose for learning. Complete the Connect step of the lesson. pair with another to share your experiences and use the Think-Pair-Share worksheet to support your collaboration. Students will need 10 minutes to share and collaborate before the larger group debrief if you choose to bring the whole class together for a discussion.

Coaching Tip: Provide the Student Guide after this Connect step has been completed. Students will need at least 3-5 minutes to complete the activity.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc. Use the optional slides that follow to guide the experience of questioning the text.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It: Together: Have students work in pairs or small groups to generate more questions together.
You Do It: Alone: Individually, have each student generate questions.

Asynchronous Model:

You Do It Alone: Individually, have each student read the Overview, generate questions using the Finding Your Purpose for Learning section of the Student Guide, and complete the Connect step.

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S T E P 1 : O V E R V I E W

Finding Your Purpose for Learning

Read the “Overview” in Step 1 at thinkcerca.com
Answer the questions on the page.

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S T E P 1 : C O N N E C T

Think-Pair-Share

Follow the instructions on the page to complete the quick writing activity.
Pair and Share with a peer.
Reflect on your conversation.

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Step 2: Read

Student Guide

Complete Pause and Reflect
Test Prep Strategy (optional)

learn.thinkcerca.com

Read (with audio support and in-text vocab)
Answer multiple-choice questions

View in ThinkCERCA

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Open Student Guide

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Coaching Tip: Students will need at least 30 minutes to complete the reading. “Pause and Reflect” Questions appear throughout the text. Students can use the annotation tool to write answers to these questions. You may choose to have students work together and to collaborate in discussion around the Pause and Reflect prompts using the Student Guide. Each of these questions is designed to help students make disciplinary and personal connections to the text.

Coaching Notes: To incorporate test preparation into your everyday great instruction, you can ask students to complete an optional test prep assignment. See “Rephrasing Multiple Choice Questions” in the Student Guide.

Asynchronous Model:

Preview the essay with students, pointing out the “Pause and Reflect” questions. Encourage students to independently read the essay at their own pace and to use the annotation tools to actively read and respond to the questions.

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S T E P 2 : R E A D

Pause and Reflect

Follow the instructions on the page to read and answer reflection questions.
Record and share reflections connecting the text to self, to other texts, and to the world.

View this portion of the lesson at ThinkCERCA

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S T E P 2 : R E A D

Test Prep Strategy: Rephrasing Multiple Choice Questions (optional)

Follow the instructions on the page to practice a test-taking strategy.

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Step 3: Engage with the Text

learn.thinkcerca.com

Highlight and Annotate the Text

View in ThinkCERCA

Student Guide

Complete Highlight and Annotate

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Open Student Guide

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Coaching Note: If students are learning highlighting, annotation, and other disciplinary literacy strategies for the first time, they can benefit from many times “at-bat” and the modeling and guidance that the gradual release of responsibility model provides. Here is a sample script of what that might look like.

Gradual Release of Responsibility Model:

I Do It: Project the reading. Follow the highlighting and annotation prompts in the first paragraph, providing a think-aloud that explains why you are selecting a piece of the text and what you think when you read it. “I am highlighting ...;” “I am going to add a note that explains that...makes me think...,” etc.
We Do It: Have students work with you to complete the next paragraph, taking notes in the text in the teacher preview.
You Do It Together: Have students work in pairs or small groups to complete the next several paragraphs or the rest of the lesson.
You Do It Alone (options): Students can continue highlighting and annotating for the last several paragraphs.

Asynchronous Model:

You Do It Alone (options): After observing teacher modeling, students can independently highlight and annotate the remainder of the text.

Alternatively, after highlighting, each student can demonstrate their own achievement by summarizing the reading in Step 4. If they haven’t already completed it, they can also complete the quiz in Step 2 in ThinkCERCA.

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S T E P 3 : E N G A G E W I T H T H E T E X T

Highlight and Annotate

Follow the instructions to closely analyze the text to find details that will help with the writing prompt.

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Step 4: Think

learn.thinkcerca.com

Complete Activity

View in ThinkCERCA

Student Guide

Complete Begin Developing Your Ideas

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Open Student Guide

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S T E P 4 : T H I N K

Begin Developing Your Ideas

Use the instructions and online graphic organizer to begin assembling your ideas for your narrative.

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Step 5: Build Your Narrative

Student Guide

Collaborate: Share Your Story Plan

learn.thinkcerca.com

Build Your Narrative

View in ThinkCERCA

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Open Student Guide

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S T E P 5 : B U I L D Y O U R N A R R A T I V E

Collaborate: Share your Story Plan

Follow the instructions to share your narrative ideas with others.

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Step 5: Continued

Student Guide

Complete Peer Editing Activity
Complete Writing Reflection
Inquiry to Research: Asking Questions of the Text (optional)
Inquiry to Research: Coming of Age Stories (optional)
Storytelling Circle: Sharing Personal Narratives (optional)

learn.thinkcerca.com

Build Your Narrative
Submit Your Assignment

View in ThinkCERCA

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Open Student Guide

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Coaching Note: The final step involves creating a fully fleshed out draft. Student will drop their outlines into the draft space and use sentence starters to fully flesh out the ideas of their more formal piece of writing.

Gradual Release of Responsibility Model:

I Do It: Project the platform in the teacher preview. Drop the outline into the text box. Model how you move from a single statement to a full introduction. You might begin by using the personal connect as a hook and the summary as a transition in order to develop an introduction with significance and a strong claim. Show students how to build narrative momentum by using the graphic organizer.
We Do It: Have students work with you to complete an introduction and or a support together.
You Do It Together: Have students work in pairs or small groups to complete another supporting section. Encourage students to test their ideas and share throughout the drafting process.
You Do It Alone (options): Students can refine their final narrative on their own before engaging in peer editing.

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S T E P 5 : B U I L D Y O U R N A R R A T I V E

Peer Editing Activity

Follow the instructions to Build Your Narrative.
Evaluate your work using the rubric.
Discuss your work with peers.
Revise your piece.

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S T E P 5 : B U I L D Y O U R N A R R A T I V E

Writing Reflection

Follow the prompts to reflect on your writing experience.

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Optional Extensions

The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Asking Questions of the Texts

Discover how asking questions about author, audience, context, and concepts can lead to greater understanding of a text. This will help you become a critical consumer of information.

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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H

Coming-of-Age Stories

Use the research activity to think deeply about other coming-of-age stories you are already familiar with.

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O P T I O N A L E X T E N S I O N : �S T O R Y T E L L I N G C I R C L E

Sharing Personal Narratives

Use the handout and organizer to conduct a storytelling circle.

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Visual Teacher’s Guide

What does a day and a week look like?

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T E A C H E R G U I D E

S K I L L S F O C U S

Making Arguments About Words and Details in Literature

Teachers can lead students through the lesson, or have students collaborate to complete lessons.�(Optional Gradual Release of Responsibility Scripts included.)

Skills Instruction ~ 30-45 minutes

A lesson matched to the core focus of the tasks in the close reading or writing lesson.

View in ThinkCERCA

Open Student Guide

Student Guide

Cornell Notes: Making Arguments About Words and Details in Literature

learn.thinkcerca.com

Teacher introduces lesson
Students work independently
Whole class review

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See Synchronous Lesson Tips and Asynchronous Below

Talking Point: As we begin our study, we’ll start with a focus on skills. In this lesson, we will focus on developing your skills as a critical reader and writer.

Synchronous (30-40 minutes)

Coaching Tip: Students will need at least 15 minutes to complete the audio-supported lesson independently.

Provide the Cornell Notes for students to take notes.

You’ll need to make your own copy of the organizer if you want to further tailor it to your students’ needs.

Gradual Release of Responsibility Model:

I Do It: You can project the lesson and the organizer and complete the first part of the graphic organizer with the first 3 slides.
We Do It: Have students work with you to complete the next three slides, taking notes in the organizer.
You Do It Together: Have students work in pairs or small groups to complete the rest of the lesson.
You Do It Alone: Individually, each student summarizes their learning and completes the quiz in ThinkCERCA.

Coaching Tip: Collect answers from students and record them on a Class Copy of the Student Guide of the Cornell Notes. This can be used for later reference as a digital anchor chart and provided for diverse learners who need additional support.

Asynchronous Model:

You Do It Alone: Whether you introduce the lesson in a brief in class overview or not, individually, each student can review the lesson with audio support, summarize their learning, and complete the quiz in ThinkCERCA.

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T E A C H E R G U I D E

S T E P 1

Overview and Connect

Students make personal connections to the text and share their reflections on the key themes they will explore in the lesson. Then they generate their own questions that they can explore as they read. This step is critical in social and emotional development and helps to build community.

Close Reading ~ 30-40 minutes

At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Overview and Connect

View in ThinkCERCA

Student Guide

Finding Your Purpose
Think-Pair-Share

learn.thinkcerca.com

Overview
Connect

Open Student Guide

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Coaching Notes: The time you spend on community building is time invested in student engagement and social and emotional learning. We strongly encourage you to do both of these steps, as research shows that determining your own purpose of learning and Think-Pair-Share are research-based best practices that increase student achievement.

Coaching Tip: Have students read the Overview and complete the Finding Your Purpose for Learning reflection in the Student Guide. You’ll need to make your own copy of the Student Guide if you want to further tailor the document to your students’ needs and create a class master copy to use with diverse learners who may require note-taking accommodations.

Optional Coaching Tip: If this is the first time students have learned how to generate questions before reading the text, you can model the process with them. After reading the Overview, have the students complete the Finding Your Purpose For Learning section of the Student Guide using the Gradual Release of Responsibility Model.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It: Together: Have students work in pairs or small groups to generate more questions together.
You Do It: Alone: Individually, have each student generate questions.

Talking Point: Engaging with text is really all about connecting text to one’s self, to others, and to the world. As we continue to build our community of learning together, it’s important to take time to learn more about each other and discover your own purpose for learning. Complete the Connect step of the lesson. Pair with another student to share your experiences. Use the Think-Pair-Share worksheet to support your collaboration. Students will need 10 minutes to share and collaborate before the larger group debrief if you choose to bring the whole class together for a discussion.

Coaching Tip: Provide the Student Guide after this Connect step has been completed. Students will need at least 3-5 minutes to begin the Think-Pair-Share. An optional whole class debrief is a great way to set up a focus on themes and allow you to transition into the reading.

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T E A C H E R G U I D E

S T E P S 2, 3, 4

Read, Engage with the Text, and Think

Students review the writing prompt. They read closely, highlighting, annotating, and

answering multiple choice questions. They also summarize the text.

Close Reading ~ 30-40 minutes

At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Read, Engage with the Text, and Summarize

View in ThinkCERCA

Student Guide

Compete Pause and Reflect
Test Prep Strategy (optional)
Complete Highlight and Annotate
Complete Begin Developing Your Ideas

learn.thinkcerca.com

Read (with audio support and in-text vocab)
Answer multiple choice questions
Highlight and annotate
Activity

Open Student Guide

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Coaching Note: The reading, highlighting and annotating and summarizing steps are all about deepening learning and critical thinking. Needless to say, there are many great opportunities to practice comprehension and disciplinary literacy skills. Some teachers have students wait until they have done the highlighting and annotating and even summarizing before they have the students answer multiple-choice questions.

Coaching Tip: Students will need at least 30 minutes to complete the reading. “Pause and Reflect” Questions appear throughout the text. Students can use the annotation tool to write answers to these questions. You may choose to have students work together and to collaborate in discussion around the Pause and Reflect prompts using the Student Guide. Each of these questions is designed to help students make disciplinary and personal connections to the text.

Coaching Notes: To incorporate test preparation into your everyday great instruction, you can ask students to complete an optional test prep assignment in the Student Guide.

Asynchronous Model:

Preview the essay with students, pointing out the “Pause and Reflect” questions. Encourage students to independently read the essay at their own pace and to use the annotation tools to actively read and respond to the questions.

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T E A C H E R G U I D E

S T E P 5

Build Your Narrative

Students review the writing prompt and plan drafts based on their graphic organizers. Discussion and collaboration throughout this process clarifies thinking and improves support and organization.

Critical Thinking ~ 40-80 minutes

At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Build Your Narrative

View in ThinkCERCA

Student Guide

Pre-Writing Discussion

learn.thinkcerca.com

Build Your Narrative

Open Student Guide

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T E A C H E R G U I D E

S T E P 5, continued

Build Your Narrative

In the final step, students will complete their draft, engage in peer editing and reflect on their writing experience.

Writing ~ 40 minutes

At 18, I’m Facing a Choice That Will Define My Adulthood: Should I Wear Hijab?

Build Your Narrative

View in ThinkCERCA

Student Guide

Complete Peer Editing Activity
Complete Writing Reflection
Inquiry to Research: Asking Questions of the Text (optional)
Inquiry to Research: Coming of Age Stories (optional)
Storytelling Circle: Sharing Personal Narratives (optional)

learn.thinkcerca.com

Create the final draft of your narrative
Complete the self-reflection in the Rubric section

Open Student Guide

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T E A C H E R G U I D E

Share Feedback

There are often many more papers to give feedback on than there are hours in the day. Use our quick score and find two positive things to say. Also choose one area of growth. You can return the essay with or without a score.

Writing

Praise the Positive and Use our Growth Focus Tool to Personalize Learning

Student Guide

Circulate during drafting to share feedback
Use our quickscore tools, adding growth focus
Assign Skills Lesson for additional targeted skill development

learn.thinkcerca.com

Use student self-assessment tool for conferencing
Assign a growth focus
Assign Skills Lesson for additional targeted skill development

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T E A C H E R G U I D E

See Curriculum Integration Models here�

Open Editable Slides

Curriculum Planning

See daily/weekly routine samples and schedules w/PD on demand.

Open Editable Slides

Flexible �and Resilient Routines

See smart goal �tools and community building resources here.

Open Editable Slides

Goal-Setting �and Community Building

Want to Learn more?

Find More CERCA Slides Read our Implementation Guide

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