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DCF 2.0 Option 1


The application link for Option 1  ( will open March 14, 2018 and close April 13, 2018.  Once all applications are reviewed, there will be an individual webinar with each applicant to discuss requirements for participation and any supports needed from the Office of Gifted Education prior to the initiation of the pilot. 

Option 1 Fact Sheet (PDF)

Questions should be referred to Karen Kendig, Gifted Education Specialist and Professional Development Coordinator for the Office of Gifted Education, at



This option is for any district, school or BOCES that wants course facilitation and support provided by a cadre member from the Office of Gifted Education.  These trainers will provide face to face instruction, online course facilitation and serve as a resource for the designated local lead.  At the end of the summer, 30 hours of continuing education credits is awarded to each participant or 2 semester hours of Adams State University graduate credit can be purchased for a fee.  The training is free. 

This option addresses a school-, district- or BOCES-wide commitment to the implementation of the Depth & Complexity Framework. The year-long training can be completed with an entire school, a small district or as a pilot in larger districts or BOCES. Key personnel are involved who could become peer facilitators the following year.  Peer facilitators would provide the foundation for building internal capacity to sustain the initiative.  Professional development personnel, cadres of gifted resource or qualified classroom teachers, educators who teach at one grade level or a specific content area, or other configurations that are part of a wider implementation plan could receive this training. 



  • Building or district leadership participate in an overview of the professional learning project and implementation factors for readiness and support.
  • The principal or designated local lead will act as the local facilitator and liaison with the CDE cadre for the initiative.  
  • Implementation support structures are in place (ie; collaboration and reflection time, coaching, peer facilitators, etc.).
  • Organization commits to completing the three-part course in one school year, including first and second semesters and part three exclusively online in the summer.
  • Organization commits to purchasing all required resources.  Estimated cost per individual is $75.



  • Depth & Complexity Cards, Q3 Cards (Quick, Quality, Questions) and Content Imperative Cards
  • Getting Started with Project Based Problem Based Learning ASCD Reference Guide
  • Setting the Standard for Project Based Learning; Larmer, Megendoller, Boss.



1st Semester:

Philosophy behind this inquiry based project, questioning strategies, introduction to and implementation of depth and complexity prompts as they relate to academic standards, 21st Century skills, depth of knowledge and student learning objectives. (10 hours)

2nd Semester:

Introduction to and implementation of content imperatives and tiered instruction; the use of assessments for and as learning; and applying what has been learned in cluster and flexible groups and in accelerated and Advanced

Placement classes. (10 hours)

Summer Semester:

Basic knowledge and understanding of Project/Problem based learning (PBL); creation of a PBL unit for implementation in the fall.  (10 hours)  



First Semester: How to use depth & complexity with any student, standards and content

  • On Site: Creating a Climate of Possibility (6 hours in late August or September)

This actively engages participants in the inquiry process and establishes the philosophical foundations of the course. Topics include:

  1. Introduction to DC prompts
  2. Inquiry and questioning strategies
  3. Philosophy
    1. Brain based learning; 50/50 classroom
    2. Teacher as facilitator
    3. Gradual release of responsibility
    4. Growth Mindset
  • Online: (4 hours over 8 weeks between September and November)

This includes basic knowledge, blogs for understanding and assignments as application.

  1. Implementation of DC Prompts using singletons and sets
  2. Standards and Depth of Knowledge
  3. Questioning strategies embedded into assignments
  4. Writing student centered learning targets (objectives, goals)
  • On Site: (6 hours at the end of December or beginning of January)

This will involve reflection on changes in practice, student behaviors and achievement as well as sharing and showcasing assignments. It will also serve as an introduction to the second course.

  1. Course 1 reflection, problem, solving,
  2. Introduce Content Imperatives
  3. Introduce Concept based learning
  4. Introduce differentiated instruction using tiered tasks

Second Semester: How to plan rigorous differentiated instruction using the depth & complexity framework

  • Online: (4 hours for 8 weeks between January and March)
  1. Implementing Content Imperatives with intersections and pathways
  2. Assessments FOR and AS learning
  3. Differentiated tiered tasks
  4. Applying DCF in content extensions, cluster and flexible groups and accelerated and Advanced Placement classes
  • On Site: (6 hours in April or May)
  1. Reflection, problem-solving, sharing and showcasing from part two.
  2. Introduction to Problem Based Learning through simulation

Summer Session: How to use the depth & complexity framework to create a project based classroom

  • Online: (3 hours over 8 weeks between May and July)
  1. Basic knowledge of problem based learning with questions from the required text.
  2. Graduated assignments step by step through PBL planning template
  3. Blogs
  • Virtual PLC: 1 hour (three date options over the summer)


Where can I learn more?


Back to Depth & Complexity 2.0 (