LAPDA Academy...1 Academy • 2014 Summer Catalogue Bob Stanton, Executive Director Tracie Locke,...

1

• L

amoi

lle A

rea

Prof

essi

onal

Dev

elop

men

t A

cade

my

•

2014 Summer Catalogue Bob Stanton, Executive Director

Tracie Locke, Events Coordinator

250 Main Street, Suite 202, Montpelier VT 05602

phone 802-224-9110 fax 802-224-9113

[email protected]

LAPDALamoille Area Professional Development Academy

Helping make a difference in the lives of children and young adults

LAPDALamoille Area Professional Developement Academy

2

April 2014

Dear Colleague:

LAPDA is now entering its nineteenth year of operation. As I have said many times, we are most grateful and humbled by the very positive feedback we continue to receive from you regarding the quality of services that we have provided over these many years. We are also deeply indebted to the LAPDA Board of Directors and our Advisory Council for the time and energy that they have given to our organization to ensure that we continue to meet the high quality standards you have come to expect from us.

As we move forward, striving to meet the challenge of preparing all students for College and Career Readiness, we must recommit ourselves to the task of ensuring that there is a caring and highly competent educator interfacing with students at every level of our educational system. Toward that end, we need outstanding teachers in every classroom, visionary leadership in every district and a robust educational system statewide to support and sustain this vitally important work. In that spirit, we formed a new partnership with Champlain Valley Educator Development Center (CVEDC) and the Southeast Vermont Learning Collaborative (SVLC) and we submitted a joint proposal to create the new Vermont Professional Learning Network (PLN). In August, we were awarded a two-year contract from the Vermont Agency of Education to form the Vermont PLN. As a result of accepting the contract award, we were charged with the task of creating a statewide system of professional development support focused around the theme of Instructional Leadership related to the Common Core State Standards (CCSS). This was a perfect match for LAPDA. Over the past two years, LAPDA staff had begun the important work of helping our Winooski Valley districts to embrace the challenge of adopting and implementing the Common Core State Standards (CCSS).

While we recognize that our partner school districts are at different places with respect to Common Core implementation, we facilitated a regional approach to Common Core preparedness in both Mathematics and English/Language Arts. As a result of our new PLN partnership, we have been able to strengthen and enhance our regional approach by contracting with Dr. Judy Carr and the Center for Curriculum Renewal. This school year the PLN offered three different series all focused on some element of Instructional Leadership related to CCSS. We also developed and implemented three new online courses and created several online resources available to any educator in Vermont. We will continue our PLN partnership in 2014 -15 and I think you will agree that this new statewide work will be an excellent supplement to what we will continue to offer here at LAPDA. With that as a backdrop, I am very pleased to present you with our 2014 summer professional development offerings. If you are a school administrator, I recommend that you consider sending teams of teachers to our summer courses with the expectation that they return to school with a mini-implementation plan designed to help them apply the skills and knowledge that they have acquired. Rest assured that we appreciate and value your ongoing commitment to your professional growth and we applaud your outstanding efforts on behalf of Vermont’s students.

Best Regards

Robert Stanton Executive Director


3

Please visit our website: www.lapdavt.org!

Please visit our website to learn about our latest initiatives:

Leadership for Excellence InitiativeLAPDA is very pleased to provide school leaders with high quality professional development and research support to help you increase student engagement, improve student learning and create learning organizations that will sustain a spirit of continuous improvement. We offer facilitated study groups and personalized mentoring for school administrators. For more information, visit www.lapdavt.org.

The LAPDA website is the best place to find the latest information on all our courses and workshops. You can find a course syllabus and register for our courses. You can also find course descriptions, photos, blogs and links to online resources aimed at helping you implement the ideas learned in your professional development class!

4

Instructional Development Childhood Apraxia of Speech: A Three-Day Seminar in Assessment & Treatment .................................................................................... K - 6 ............... 3 Leadership Framework-Based Professional Support & Supervision/Evaluation ...................... K - 12 ............. 9 School Leadership in the Era of the Common Core .............................................. K - 12 ............. 17 Literacy Applying MTSS and CCSS to the Direct Teaching of General Academic and Content Vocabulary ........................................................................................ 3 - 8 ................ 1 Creating Successful Writers through 6+1 Trait Instruction and Assessment ......... 1 - 6 ................ 5 The Direct Instructional Writing Process in Grade 3-8 .......................................... 3 - 8 ................ 8 Making Common Sense of the Common Core ELA Standards for Struggling Learners .........................................................................................5-12...............12 Mathematics Building Upon The Foundation: Building Additive Reasoning and Computation Fluency ........................................ K - 6 ............... 2 Diagnosis and Remediation of Learning Problems in Mathematics (Math Lab School - EES) ...................... K - 6 ............... 6 Diagnosis and Remediation of Learning Problems in Mathematics (Math Lab School - U32) ...................... K - 6 ............... 7 Multiplicative Reasoning.........................................................................................2 - 6 ..............13 Proportional Reasoning in the Middle Grades ....................................................... 6 - 8................15 Proportional Reasoning, Algebra through Geometry (Math Lab School) ................................ 7 - 12..............16 School Climate Consultation & Collaboration in Schools ............................................................... K - 12 ............. 4 The Inspired Educator, The Inspired Learner ........................................................ K - 12 .............10 Science Make it, Break it, Hack it STEM & DIY .................................................................. 9 - 12 .............. 11 Translating the NGSS into Instructional Design .................................................... K - 12 ............. 18 Technology Promethean Board: Using for More Than “Just a Whiteboard” ........................... K - 12 ............. 14 Registration Form ................................................................................................... Inside Back cover

Professional Development Offerings

For the latest information, visit www.lapdavt.org!

Target Audience Page

NEW!

NEW!

NEW!

NEW!

1For the latest information, visit www.lapdavt.org!

Dates: July 21-24,2014 8:00am - 4:30pm Plus two follow-up classes in the Fall September 27 and October 25, 2014 9:00am - 12:00pm Location: Barre Town Elementary School, Barre, VT

Cost: $605 for members; $750 for nonmembers* An additional $340 for optional 3 graduate credits from St. Michael’s College

Registration: www.lapdavt.org

Call (802) 224-9110 for more information

Visit our website for the latest course details and dates: http://www.lapdavt.org


NEW!

Applying MTSS and CCSS to the Direct Teaching of General Academic and

Content Vocabulary

Appropriate for Teachers in grades 3-8

Course Description:Participants will review vocabulary-related Common Core standards and the research on vocabulary development, and discuss how they fit within a multi-tiered system of supports. This background knowledge will then be applied as participants are guided to plan a unit of vocabulary instruction and assessment.

Those attending this strand are asked to bring one or two texts to class with them:

1. Those who teach Reading/ELA should bring a text that is appropriate for read-aloud to your students or a narrative text that the students will read themselves. Try to choose a text that includes rich language and vocabulary.

2. Content area teachers (science, social studies, etc.) should bring a subject-area or topic-area expository text that students will read in class.

3. If you teach both, bring one text of each type listed above.Teachers of English, 1999

About the Instructor Pat Nally is currently a part-time grades 3-5 literacy teacher in Westminster, Massachusetts. He also serves as a part-time literacy consultant for the Vermont Reads Institute. Pat received a Bachelor of Science degree at Bridgewater State College and a Master of Education degree at the University of Vermont. Pat has been an educator for over 37 years, serving in a variety of roles including: literacy grant coordinator, special educator, classroom teacher, curriculum specialist, learning specialist, middle school resource room teacher, consulting teacher, assistant principal, special education coordinator, and reading recovery teacher. Mr. Nally has also served as Reading First Co-Director and Early Reading Consultant for the Vermont Department of Education. Pat has taught graduate-level courses for teachers across the state of Vermont as an adjunct professor for the University of Vermont, Lyndon State College, and Community College of Vermont. He has served as a literacy education consultant for over 20 years, providing schools with consultation, workshops, curriculum work, and troubleshooting about literacy practices.

NEW!

NEW!

NEW!

2

Dates: June 23-27, 2014 8:30am - 4:00pm Plus one follow-up day in the Fall TBD

Location: Green Mountain Tech Center, Hyde Park VT Cost:

$655 for members; $790 for nonmembers* An additional $340 for optional 3 graduate credits from St. Michael’s College

Registration: http://www.lapdavt.org




Building Upon the Foundation: Building Additive Reasoning and Computation Fluency

Appropriate for Grades K-6 educators Prerequisite: Laying the Foundation or instructor permission

Course Description:This 3-credit graduate course will focus on examining research with regard to how students construct understanding of addition and subtraction and the relationship between them, analyzing strategies students use, and exploring various ways to assess and promote additive reasoning.

Objectives:

• Examine research about how students construct understanding of addition and subtraction and the relationship between them

• Investigate and analyze how students develop and use strategies for addition and subtraction

• Explore ways to assess and promote a deeper understanding of addition and subtraction and to develop fluency of basic number combinations

About the Instructor Loree Silvis is an experienced primary-grade teacher who left the classroom several years ago to delve deeply into the cognitive research on how young children construct understanding of important foundational mathematical concepts. In support of early educators, she led the development of two graduate level courses which focus on number and additive reasoning and she facilitates these courses throughout Vermont. Currently she is exploring the parallels between how children construct an understanding of language and how they construct number sense. Loree recently completed her seventh year as the Primary Level Mathematics Specialist with the Vermont Mathematics Partnership at The Vermont Institutes in Montpelier and now has a new consulting business, Cornerstone Mathematics Consulting (CMC). CMC offers a range of professional development opportunities for primary and elementary educators.

3

Dates: July 21-23, 2014 9:00am - 4:00pm

Location: Crossett Brook Middle School, Duxbury, VT

Cost: $605 for members; $750 for nonmembers ** Space is Limited to 10 Participants Registration: http://www.lapdavt.org



Childhood Apraxia of Speech: A Three-day Seminar in

Assessment & Treatment LAPDA

Lamoille Area Professional Development Academy

About the Instructor Marnie Millington, MS CCC-SLP

Marnie is co-owner of Children’s Speech & Feeding Therapy, a private practice in Needham, Massachusetts. Her current focus includes assessment and treatment of children with apraxia. She has created an intensive treatment program for children with CAS and also provides weekly intervention for children with this disorder. She has consulted and created treatment plans for children with CAS for colleagues to complete. Marnie has trained graduate students and experienced SLPs in Massachusetts and other states and has lectured at Emerson College, Northeastern University, and recently presented on treatment for children with CAS at the 2013 National Apraxia Conference (CASANA). She has also acted as clinical expert on legal cases concerning children with CAS

Appropriate for Teachers in grades K-6

Course Description:This intensive and interactive three-day seminar will provide detailed information about Childhood Apraxia of Speech (CAS). Marnie will offer clinicians the essential skills needed to diagnose and treat children with CAS and other substantial speech sound disorders.

The seminar enrollment will be limited to just ten clinicians. With the aid of pre-seminar correspondence and a questionnaire for each participant, Marnie will focus her workshop not only on current best practices in CAS assessment and treatment, but will address specific concerns or questions raised by attendees.

The workshop will discuss the definition of CAS, current research, and the creation of an assessment battery for the diagnosis of CAS. It will provide up to date information about how children develop vowel, prosodic, and perceptual accuracy. Marnie will outline a treatment approach appropriate for this population that has been shown to improve the speech intelligibility of highly unintelligible children. This therapy approach has also benefited those who have shown little progress in other treatment experiences.

The first two days will be spent discussing and practicing assessment procedures and treatment approaches. Videos will be used to help clinicians identify the key features of CAS and support more thorough learning about assessment and treatment. Our third day will include opportunities for attendees to present videos of their own cases for review and discussion.

4

About the InstructorMary Lundeen, M.Ed.

In her 20 years as an educator, Mary has worked as a classroom teacher, special educator, director of special education and ELL, Associate Superintendent and Superintendent of Schools. In each experience collaboration with families, co-workers, board members, community members and interagency partners was at the center of her work to improve student outcomes. Mary has served on various boards and committees throughout her educational career. Mary is currently the Director of Student Support Services for the Montpelier Public Schools.

Dates: July 7,9,11,2014 8:30 - 4:00pm Plus two follow-up classes in the Fall TBD

Location: Montpelier High School, Montpelier, VT

Cost: $605 for members; $750 for nonmembers

* An additional $340 for optional 3 graduate credits from St. Michael’s College * Text: Participants must purchase textbooks




Appropriate for teachers of all Grades

Course Description:This course provides educators and special educators with the framework and skills necessary for cooperation and collaboration among the school community, parent/families, and interagency partners in the elementary and secondary schools. Participants will be expected to apply strategies of consultation and collaboration within a school community.

COURSE GOALS

Upon completion of this course, it is expected participants will:

1. Be acquainted with the theory, research and rationales related to and supporting the implementation of collaborative consultation. 2. Be aware of his or her own leadership, communication, trust building and controversy management strategies when operating as a collaborative consultant or team member within the school or community setting. 3. Demonstrate improved collaborative teaming and problem solving abil i t ies with colleagues, students, and parents. 4. Demonstrate increased knowledge and mastery of the skills, strategies and behaviors associated with promoting shared leadership, effective communication, creative problem solving, and conflict management. 5. Demonstrate an understanding of the factors and variables, which influence the change process in schools.

REQUIRED TEXTS

Abrams, J. (2009). Having Hard Conversations. Thousand Oaks: Corwin Press. Bellman, G. (2001). Getting Things done when you are Not in Charge. San Francisco: Berrett: Koehler Publishers, Inc. Cramer, S. (2006). The Special Educator’s Guide to Collaboration: Improving Relationships with Co-teachers, Teams, and Families. Thousand Oaks: Corwin Press.

Consultation & Collaboration in SchoolsLAPDA


5

About the Instructor Ellen Baker is currently the Program Coordinator for Elementary Education at the University of Vermont. She works with pre-service teachers at the University. In this capacity, she advises students at all levels of the program, teaches courses and supervises students in the field. She was a classroom teacher for 33 years in the elementary schools. Her experiences range from grades 1-5. Ellen has been adjunct faculty at Norwich University, Vermont College, Community College of Vermont and Johnson State College for the past 23 years. She was a member of the Professional Standards Board for Vermont Educators and collaborated on the original document, which created the Five Standards for Vermont Educators. She received her BA in Education from Queens College in New York City and her Masters Degree in Education from Johnson State College.

Dates: July 28-August 1, 2014 8:30 - 4:30pm Plus two follow-up days in the Fall TBD

Location: Main Street Middle School, Montpelier, VT


* An additional $340 for optional 3 graduate credits from Union Institute * Text: Participants must purchase textbooks




Appropriate for 1-6 grade educators

Course Description:This course provides an introduction to the 6+1 Trait Model of writing instruction. It is a shared vision and vocabulary for describing the qualities of writing across all genres. By understanding the traits: ideas, organization, voice, word choice, sentence fluency, conventions and presentation; we can offer a precise language to be used for assessment and instruction in the elementary school. Topics will include: definition of “The Traits”, focused instructional strategies, rubrics for student and teacher use, sample lessons and practice in scoring actual pieces of writing.

Course Objectives: * Discuss the definition of the Traits as they relate to student writing.* Develop focused learning opportunities for students to use the Traits.* Demonstrate use of the scoring rubrics for both students and instructors with actual pieces of writing.* Develop the ability to provide constructive feedback to students through the use of the 6 + 1 Trait vocabulary and vision.* Create an understanding of audience and purpose when writing.For more information go to the NW Regional Lab web page www.thetraits.org

Required Books:* Culhum, Ruth. Theory and Practice, 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. New York: Scholastic, Inc. 2000.* McMahon,Carolyn & Warrick Peggy. Wee Can Write. Oregon: NWREL. 2005

Creating Successful Writers through 6+1 Trait Instruction and AssessmentLAPDA


6

Dates: July 14-18, 2014 8:00am - 4:00pm

Location: Edmunds Elementary School, Burlington, VT


* An additional $340 for optional 3 graduate credits from St Michael’s Collage * Breakfast will be provided




Appropriate for grade K-6 educators, Special Educators, Math Specialists

Course Description: Most mathematics, classroom, and special education teachers have very little understanding or training in diagnosing and remediating mathematics learning problems, particularly the specific mathematics problems such as dyscalculia and mathematics anxiety. When so many children have difficulty in learning mathematics it is important for teachers to know how children learn mathematics, why learning problems occur and what they can do to help children learn mathematics more effectively. The goal of this course is to provide that information and training. The principles that guide this course are rooted in learning theories, special education, mathematics teaching and learning, and clinical practice in working with children and adults with learning problems in mathematics. In this course we will focus on mathematics learning problems, and specific disabilities such as dyscalculia. Therefore, teachers will examine and understand:

• How children learn key mathematics concepts, skills, and procedures; • Cognitive and affective skills and key processes important to effective and efficient learning and teaching of mathematics; • The impact of individual cognitive strategies and mathematics learning personalities on learning and teaching of mathematics; • The nature of learning difficulties, problems and disabilities in mathematics that include dyscalculia, mathematics anxiety and mathematics problems due to dyslexia and dyspraxia;

Diagnosis and Remediation of Learning Problems in Mathematics

(Math Lab School - EES)LAPDA


About the Instructor Mahesh Sharma is known for his groundbreaking work in mathematics education, he is an author, teacher and teacher-trainer, researcher, consultant to public and private schools, as well as a public lecturer. He is the Chief Editor of Focus on Learning Problems in Mathematics, an international, interdisciplinary, research mathematics journal with readership in more than 70 countries, and the editor of the Math Notebook, a practical source of information for parents and teachers devoted to improving teaching and learning for all children.

• Remedial strategies for key mathematical processes and procedures in mathematics (number conceptualization, place value, fractions, integers, algebra, and spatial sense); and • Diagnostic and remedial instruction profiles of students using the principles and practices learned in the course. More specifically we will focus on: • Why some children experience profound difficulty in learning mathematics? • The underlying nature of mathematics learning problems? • How dyslexia and dyscalculia affect mathematics learning?• What we do to improve mathematics learning for all?• What parents can do to support their children’s mathematics learning?• Giving teachers the opportunity to work directly with students to apply their new mathematics learning in a math lab school setting

7



Diagnosis and Remediation of Learning Problems in Mathematics

(Math Lab School - U32)

Dates: July 21-25, 2014 8:00am - 4:00pm

Location: U-32 High School, Montpelier, VT


* An additional $340 for optional 3 graduate credits from St Michael’s Collage * Breakfast will be provided



Appropriate for grade K-6 educators, Special Educators, Math Specialists

Course Description: Most mathematics, classroom, and special education teachers have very little understanding or training in diagnosing and remediating mathematics learning problems, particularly the specific mathematics problems such as dyscalculia and mathematics anxiety. When so many children have difficulty in learning mathematics it is important for teachers to know how children learn mathematics, why learning problems occur and what they can do to help children learn mathematics more effectively. The goal of this course is to provide that information and training. The principles that guide this course are rooted in learning theories, special education, mathematics teaching and learning, and clinical practice in working with children and adults with learning problems in mathematics. In this course we will focus on mathematics learning problems, and specific disabilities such as dyscalculia. Therefore, teachers will examine and understand:

• How children learn key mathematics concepts, skills, and procedures; • Cognitive and affective skills and key processes important to effective and efficient learning and teaching of mathematics; • The impact of individual cognitive strategies and mathematics learning personalities on learning and teaching of mathematics; • The nature of learning difficulties, problems and disabilities in mathematics that include dyscalculia, mathematics anxiety and mathematics problems due to dyslexia and dyspraxia;

About the Instructor Mahesh Sharma is known for his groundbreaking work in mathematics education, he is an author, teacher and teacher-trainer, researcher, consultant to public and private schools, as well as a public lecturer. He is the Chief Editor of Focus on Learning Problems in Mathematics, an international, interdisciplinary, research mathematics journal with readership in more than 70 countries, and the editor of the Math Notebook, a practical source of information for parents and teachers devoted to improving teaching and learning for all children.

• Remedial strategies for key mathematical processes and procedures in mathematics (number conceptualization, place value, fractions, integers, algebra, and spatial sense); and • Diagnostic and remedial instruction profiles of students using the principles and practices learned in the course. More specifically we will focus on: • Why some children experience profound difficulty in learning mathematics? • The underlying nature of mathematics learning problems? • How dyslexia and dyscalculia affect mathematics learning?• What we do to improve mathematics learning for all?• What parents can do to support their children’s mathematics learning?• Giving teachers the opportunity to work directly with students to apply their new mathematics learning in a math lab school setting

8



The Direct Instructional Writing Process in Grades 3-8

Appropriate for Teachers in grades 3-8

Course Description:Teachers are facing a critical need to find ways to improve students’ writing. How do we actually teach writing skills? This is a question that teachers are asking. Unfortunately, there has been little professional development around how to teach writing vs. assign writing. This course will provide educators with specific methods of teaching the elements of effective writing in grades 3-8.

Teachers will leave the course with:

• Lessons for teaching purpose, organization, and details in both fiction and nonfiction writing;• Writer’s Notebook prompts for students to collect ideas, practice different writing strategies, and expand topics;• Lessons for students to “read like a writer;”• Strategies for integrating grammar into writing instruction;• Strategies for writing across the curriculum;• Frames for teaching multiple writing genres;• Structures for conferencing;• Tools for giving effective feedback to help students improve their writing. Required Course Materials:

Buckner, A. Notebook Know-How, Strategies for the Writer’s Notebook. Portland, Maine: Stenhouse Publishers, 2005 Ray, K.W. Wondrous Words. Urbana, Illinois. National Council of Teachers of English, 1999

Dates: August 4-8, 2014 8:00am - 4:00pm

Location: Green Mountain Tech Center, Hyde Park, VT

Cost: $605 for members; $750 for nonmembers* An additional $340 for optional 3 graduate credits from St Michael’s College * Text: Participants must purchase textbooks



About the Instructor Martha Dubuque is an educators with 20+ years of classroom experience. She is currently the Co-Principal at The St. Johnsbury School. Before that she was Principal at the Walden Schools and taught 6th grade at Hardwick Elementary. In addition, she is a workshop presenter on Standards Based Instruction, Literacy, Middle School Best Practices, and an adjunct instructor for Johnson State College. Martha was named Vermont Teacher of the Year in 1999. She holds Bachelor’s and Master’s degrees in Education.

9

Dates: August 13-15, September 27, and October 11, 2014 8:00am - 4:00pm Location:

Lamoille South Supervisory Union Conference Room, Morrisville, VT Cost:

$605 for members; $750 for nonmembers

* An additional $340 for optional 3 graduate credits from Union Institute Registration: http://www.lapdavt.org




Framework - Based Professional Support and Supervision

Appropriate for Administrators, Teacher Leaders, Mentors and Coaches

Course Description: The purpose of this course is to become familiar with Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching. Danielson’s Framework is used as a guide to improve instructional practices which have a positive impact on student learning.

Outcomes of the course include:

• Applications for models of supervision/evaluation• Applications for models of mentoring• Development of a common language for discussing and assessing teaching• Clear levels of performance for teacher assessment, with emphasis on reflection and self-assessment• Structured events through which mentors or supervisors can guide beginning teachers in the development of essential professional skills

About the Instructor Marty Sorrell Lacasse is a Music Educator for the Stowe Schools. She has extensive training in the use of Charlotte Danielson’s “Framework for Teaching” and its application for mentoring and supervision/evaluation. Marty is the Co-Facilitator of Lamoille South Supervisory Union’s Colleague Support System where she is responsible for the ongoing training and support of mentors in their work with new teachers.

10

Dates: July 15-17, 2014 8:30am - 4:00pm Plus two follow up dates in the Fall TBD

Location: Berlin Elementary School, Berlin, VT


* An Additional $340 for optional 3 Graduate Credits from St Michael’s College *Text: Participants must purchase textbooks





The Inspired Educator, The Inspired Learner

Appropriate for all educators

Course Description:Experiential, Brain-Based Strategies to Engage and Motivate, Build a Supportive Learning Environment, and Enhance Social-Emotional and Academic Success

Join in this fun and interactive course and learn practical ways to engage and motivate learners of all ages, inspire a sense of discovery, and create a positive, collaborative and supportive learning community. This course offers a variety of brain-based approaches that involve students emotionally, socially, physically and intellectually. These methods will help you facilitate meaningful dialogue and reflection and maximize social-emotional and academic learning outcomes to cultivate 21st Century Learners. Get your students, moving, talking, reflecting and review and reinforce academic content in novel and engaging ways. Great for teachers, advisory group leaders, guidance staff and counselors.

Leave with creative inspiration, new perspectives on experiential learning and differentiated instruction, and strategies to empower students of all ages and abilities to build an inspiring and supportive classroom and school community. Create lasting lessons and help students develop the important skills they will need to be productive citizens and life long learners.

Required Textbooks:

Stanchfield, Jennifer (2007) Tips & Tools for the Art of Group Facilitation OKC, OK: Wood-n-Barnes Publishing

Willis, Judy, (2006) Research- Based Strategies to Ignite Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

About the Instructor Jennifer Stanchfield, M.S. In her 23 years as an educator Jen has worked as a teacher, a clinician in mental health treatment centers for children and adolescents, and in the professional training setting. Through these experiences she has developed an extensive repertoire of experiential activities, tools and methods she brings to her engaging and informative workshops and training sessions. Jen is known for her work helping schools and community programs in the US, Canada and Japan use experiential methods to develop a positive learning environment, increase student engagement and develop positive assets and social-emotional skills. She has a master’s degree in Experiential Education from Minnesota State University, Mankato. Jen is author of A Teachable Moment and Tips & Tools for the Art of Experiential Group Facilitation.

11

About the InstructorGreg Young is an educator with 10 years of experience in both traditional and non-traditional high schools. He has worked as a high school science teacher, and also as an advisor at the Met School. He is currently teaching pre-engineering and STEM classes at the Green Mountain Technology and Career Center. He has served as the VT State Liaison for the New England Secondary Schools Consortium, as well as an instructional coach in Big Picture Learning schools in VT and around the country. Greg holds a masters degree in Ecological Teaching and Learning from Lesley University, and is a ‘small’ paper away from a PhD in Education from the University of Rhode Island.

Dates: July 22-24, September 9, October 7, 2014 8:00am - 4:00pm Location: Green Mountain Tech Center, Hyde Park, VT


* An additional $340 for optional 3 graduate credits from St. Michael’s College




Appropriate for grade 9-12 educators

Course Description: In this hands-on workshop, we will use the philosophy and innovation of the growing movement of DIY and “Making” to create and develop innovative classroom activities, units, and projects that have explicit connections to STEM. Ultimately you will leave this workshop with a set of classroom ready lesson plans, a product or project, documentation of the process, and the skills to embed it into your curriculum. Why this approach? Innovation in STEM education requires new approaches to teaching and learning. By applying the principles of project based learning, and leveraging an approach to innovating that is messy and interesting, we can develop classroom activities that teach STEM and 21st century skills to students. Details about this workshop: In this five day workshop, we will start by looking at some of the principles of project based learning and the DIY movement, but fear not, this will not be a lecture style workshop, we’ll roll our sleeves up and get started immediately by working on a group project. We will transition to addressing the specific interests and project ideas of the group and will engage in some individual work and group sessions that will utilize a “critical friends” approach to support the work and learning. At the end of this course, we will showcase the work and you will leave with a project and implementation plan for the school year for your own project, plus the work of others in the workshop that you can share with teachers at your school

Make it, Break it, Hack it STEM & DIYLAPDALamoille Area Professional Development Academy

12


Making Common Sense of the Common Core ELA Standards

for Struggling LearnersVisit our website for the latest course details and dates: http://www.lapdavt.org

Dates: July 7-11, 2014 8:00am - 4:00pm Location: Peoples Academy, Morrisville, VT


* An additional $340 for optional 3 graduate credits from St. Michael’s College

* Text: Participants must purchase textbooks Registration: http://www.lapdavt.org



Course Description: Making Common Sense of Common Core ELA standards for struggling learners, will provide teachers a lens to move students beyond words to meaning. This course is designed to provide teachers with the background knowledge and applicable strategies to build readers and writers to reach CCSS achievement. Teachers will develop a better understanding of English Language Arts (ELA/CCSS) across content to strengthen intervention strategies to reach struggling learners. The class will explore the relationship between current research on achieving ELA/Common Core Standards, formative assessment, and the application of differentiated strategies for students. Essential Strategies for teachers will include how to implement rigorous text, text complexity, text dependent questions, Vocabulary, Speaking Listening and writing standards through a gradual release process for students to be successful

Required Books:

Academic Conversations, Classroom talk That Fosters Critical thinking and Content Understandings, Zwiers, Jeff and Crawford, Marie, 2011 Stenhouse Pub.

Rigorous Reading, 5 Access Points for Comprehension Complex Texts,

Frey, Nancy and Fisher, Doug, 2013, Corwin Literacy

About the InstructorBarbara Kohn-Saxe is presently the Literacy Leader at Peoples Academy (5–12) for the Lamoille South Supervisory Union in Morrisville, VT. She completed her Masters in Education degree at St. Michael’s College in Special Education with an emphasis in Reading in 2002. She earned her Take One National Board certification in Literacy through the National Boards for Professional Teaching Standards 2010. She has worked as a Literacy Leader for the Department of Education, Reading Specialist/Consultant for Essex Junction and has extensive experience in adolescent literacy approaches and strategies for Content-Area Literacy and Intervention for Struggling Learners. She has taught graduate and undergraduate course at CCV and Union College in Children’s Literature, Intro to Special Populations and Content Literacy Strategies. Barbara is also Wilson Reading Level 1 certified.

13

About the Instructor Betsy Allen, M.Ed., CAS, is the Math Teacher Leader at the Hardwick Elementary School. She works with teachers daily to deepen their content knowledge as they implement the Common Core Standards in their lessons. She has been a Network Leader for the Agency of Education Math Department and is currently working on that team developing professional learning opportunities for the state. In addition she is a member of the state’s Primary Number and Operations K-2 Assessment Team under the leadership of Loree Silvis. She has taught a variety of math graduate courses for elementary teachers through LAPDA for several years.


Location: The St. Johnsbury School, St. Johnsbury, VT


* An Additional $340 for optional 3 graduate credits from Union Institute Registration: http://www.lapdavt.org




Course Description: This Multiplicative Reasoning course will explore effective strategies for developing student reasoning about multiplication and division, including how to use the properties of multiplication and division to solve problems, the different types of division problems, and how to use place value understanding to multiply and divide with a standard algorithm. The basis for this learning will be the Common Core State Standards and Learning Progressions. Participants will unpack the standards, identify the learning intentions for each, and chart the progression through the grades. We will explore SBAC type assessment examples from multiple sources.

It is designed for elementary school educators, grades 2-6, and special educators who work with this content. We will examine current research, including the On Going Assessment Project (OGAP). Participants will work in grade level teams to design a lesson(s) that they will implement with students as part of their multiplication unit. They will look at their current program and lessons and align it with Common Core State Standards.

This is a hands-on, interactive course that will deepen participants’ own content knowledge that will directly impact their teaching and their students’ learning.


Multiplicative Reasoning

14



Promethean Board: Using For More Than “Just a Whiteboard”

Appropriate for grade K-12 educators

Prerequisites:-Must know basics of Promethean use -Must have laptop to use for each class (we will download ActivInspire the first day of class). - Computers must have up to date Virus Protection Course Description This course will provide beginner Promethean users with a solid next step into the use of the Promethean Board. Through lecture, readings, hands-on experience, practice, and reflection, participants will learn advanced strategies for creating, organizing, saving, and sharing engaging flipcharts that will directly tie into each participants lesson plans. In addition, use of online resources and other extraneous technology devices (ie. Flip camera and Elmo/Ziggy) will be introduced. Participants will be expected to use these devices and resources to assist in developing high interest, current, content rich, and Common-Core aligned flipcharts.

With the influx of Promethean Boards in many schools in the State of Vermont, this course is designed to ensure that teachers are provided with the training and resources needed to utilize the Promethean Boards to provide 21st Century instruction.

More information at www.lapdavt.org

About the Instructor Lorraine Morris is a literacy teacher at Barre City Elementary School. She received her BA in Education from Norwich University and her Master’s Degree with a focus of Curriculum and Instruction from Lyndon College. Her interest in technology led her to several Teacher Leader positions in her school, leading professional development and supporting her colleagues technology education. In addition, she has presented at workshops, and professional development in Literacy instruction, focusing on developing rich and consistent vocabulary instruction and promoting analytical literature discussions through literature circles.


Location: Barre City Elementary School, Barre, VT Cost:

$605 for members; $750 for nonmembers * An additional $340 for optional 3 graduate credits from St. Michael’s College ** Space is Limited to 12 Participants



15



Proportional Reasoning in the Middle Grades

Appropriate for grades 6-8 educators as well as interventionists, math specialists and administrators

Course DescriptionThis course will focus on the development of proportional reasoning through the middle grades. Described as the “capstone of the elementary curriculum and the cornerstone of algebra and beyond” (Post, Lesh, & Behr, 1987), participants will develop a deep understanding of what it means to reason proportionally. Balancing content and pedagogy, we will use formative assessment and the Standards for Mathematical Practice to identify common misconceptions and effective teaching strategies while increasing each participant’s understanding of the topic. Through investigations with ratios, proportions, percents, expressions, equations, functions, geometry, statistics and probability, participants will learn to bridge the gap between multiplicative and algebraic reasoning. This course will be helpful for teachers of mathematics, especially in grades 6-8, as well as for interventionists, special educators, math specialists, and administrators.

Course Goals and Objectives:

Teachers will • Gain familiarity with the Common Core State Standards related to Proportional Reasoning. • Look at how students build their understanding and what they can do to move students along the learning trajectory. • Explore the challenging mathematics content as an adult learner. • Investigate the applications of ratios, proportions and proportional reasoning in the middle level classroom. • Understand current research on ways in which adolescents develop proportional reasoning. • Understand current research around student misconceptions. • Experience formative assessment strategies for assessing student understanding on an ongoing basis and use the data to inform their instruction. • Understand and use effective teaching strategies and materials to develop proportional reasoning. • Examine student work and work to create lessons tailored to meet students’ needs.

Dates: June 26,27,30 & July 1,2, 2014 8:30am - 4:00pm

Location: Green Mountain Tech Center, Hyde Park, VT Cost:

$605 for members; $750 for nonmembers *An Additional $340 for optional 3 graduate credits from Union Institute



About the Instructor Jean Sequeira, MEd., is the Math Coach for Lamoille North Supervisory Union. Her daily work helps teachers to shift teaching practices, curriculum and assessment toward meeting the Common Core State Standards in Mathematics. She is a 2009 VMI graduate with over twenty-five years experience teaching middle school mathematics. Throughout her career, Jean has led professional development for teachers in Vermont both as an instructor for Summer Portfolio Institutes and as a Network Leader for the Agency of Education. Most recently Jean was asked to join the OGAP National Professional Development Team to study the impact of OGAP in large urban settings and was elected secretary of the newly formed Vermont Mathematics Leadership Council.

16



Proportional Reasoning, Algebra through Geometry

(Math Lab School - PA)

Dates: July 26 - August 6, 2014 8:00am - 4:00pm

Location: Peoples Academy, Morrisville, VT

Cost: $775 for members $900 for nonmembers

* An Additional $340 for optional 3ncredits from St Michael’s College * Breakfast will be provided



Appropriate for 7-12 educators, Special Educators, Math Specialistts

Course Description:Participants formalize and extend the relationships between and integration of logical, arithmetical, algebraical, functional, geometrical, probabilistic, linguistic, and statistical reasoning, models and applications. This means: • Understand that Algebra is generalized arithmetic • The critical and central ideas of beginning algebra: to become fluent in using symbols so as to do generalized arithmetic, the role of relationships and functions and their multiple representations. Arithmetic of algebraic expressions (including the behaviors of polynomials and rational fractions)—addition, subtraction, multiplication and division; • Understanding—defining, mastering operations on functions—addition, subtraction, multiplication, division, composition, and inverse of functions; behavior and applications; • Understanding and mastering the representation of and operations on information (data) linguistically (expressing ideas in words), arithmetically (number relationships including determinants and matrices), algebraically (expressions, systems of equations and inequalities), geometrically (pictorially, tabular, curves, figures), functionally (operations and compositions), discrete methods (determinants, matrices, flow charts, and probabilistically; • Intra- and interrelationships between algebra and geometry (two and three dimensional relationships, coordinate geometry; polar vs Cartesian, etc.); • Understanding transformations (rigid and dynamic) and their representations (functional, matrices, etc.) and their impact on geometrical, discrete, and, algebraic systems (congruence, similarity, composition); Studying systems through transformations.

** Participants will work directley with students in the lab school each day

About the InstructorMahesh Sharma is known for his groundbreaking work in mathematics education, he is an author, teacher and teacher-trainer, researcher, consultant to public and private schools, as well as a public lecturer. He is the Chief Editor of Focus on Learning Problems in Mathematics, an international, interdisciplinary, research mathematics journal with readership in more than 70 countries, and the editor of the Math Notebook, a practical source of information for parents and teachers devoted to improving teaching and learning for all children.

17

About the InstructorJeff Maher - Following undergraduate work at Boston College in history, and graduate programs in history teaching, curriculum & instruction, and educational leadership at Bridgewater State College (a Horace Mann ‘Normal’ school) and St. Michael’s College, Jeff has spent the last 28 years working in three high schools and one technical center in two states. He has worked in large schools with diverse socio-economic demography, and he currently work in a small, high-performing/high expectations high school. Jeff has served as a teacher, teacher-leader, enrichment coordinator, director of curriculum, instruction, and assessment, and building principal. In addition, Jeff has had the privilege to serve numerous professional committees, boards, and organizations at various organizational levels. He has conducted trainings and workshops in critical thinking, evaluation, and systemic school reform. Travels to India, South Korea and a dozen European countries on educational missions have provided him with a global perspective.

Dates: July 9-11, 2014 8:30am - 4:00pm Plus one follow up date in the Fall TBD

Location: Stowe High School, Stowe, VT

Cost: $450 for members $555 for nonmembers

* An Additional $230 for optional 2 credits from Union Institute



Appropriate for aspiring principals, new principals, teacher-leaders and high school leadership teams

Course Description:This course is designed to be active; participants will engage with the complex, difficult, and altogether absorbing issues of high school leadership through simulation, case study, scenario, debate, video clip analysis, and interactive---and hopefully provocative---lecture/discussion. While resources in best practice will be evident throughout the workshop, practical experience and materials from the instructor’s 30-plus year career in high schools will be shared with participants. Each participant will select a project to implement in the fall and bring back to present at the follow-up session. It is necessary to bring a laptop loaded with Google Chrome, and, to have a Google account. Most materials will be accessed via the instructor’s Google site. Topics • Contemporary high school leadership: past, present, and the race (somewhere) into the future; • Confronting ‘change’---or---‘How I learned to navigate the treacherous shoals of chaos and remain, reasonably, sane’; • The 3Cs: Communication, Collaboration, and Collegiality---Aren’t they all the same?; • Operational Nuts & Bolts---the 2-faced Janus, double-trouble danger of management; • It’s About Learning: The Holy Grail of curriculum, assessment, and instruction; • Google Apps for the administrator/leader.

School Leadership in the Era of the Common Core


18



Translating the NGSS into Instructional Design

Appropriate for K-12 educators

Course Description: The NGSS is both evolutionary in that it builds on decades of reform aimed at bringing good inquiry learning into practice and revolutionary as it presents some real shifts in how we think about inquiry and what teachers and students will do. Among the shifts are a focus on a few disciplinary core ideas (DCIs) that have explanatory power, using these DCIs to move from learning facts to explaining phenomena, and the central role of the practices to build and use knowledge. These shifts will challenge how we plan instruction and assessment. In this course we will provide the tools, resources, and support to help develop instructional units that will help students develop deep understanding of key disciplinary core ideas while engaging in important science and engineering practices. We will focus on developing units that ask students to develop and revise an explanatory model for a phenomenon over time with intentional planning of opportunities for talk and writing to make meaning, and the application of their learning in solving an engineering design problem. This course is intended for teachers who have participated in the NGSS Seminar or other experiences that have led to an understanding of the NGSS and Framework documents, the conceptual shifts indicated, and are utilizing key best practices to help students make meaning and develop explanations.

Dates: July 15-18, 2014 8:00am - 4:00pm Plus one follow up day in the Fall TBD Location: U-32, Montpelier VT

Cost: $600 for LAPDA members only Maximum enrollment is 35 participants

* An additional $230 for optional 2 graduate credits from Union Institute * Breakfast will be provided Registration: http://www.lapdavt.org


Enrollment Priority will be given to LAPDA districts

About the InstructorsRenee Affolter, is Program Manager for Vermont Science Initiative, teaching graduate courses, mentoring teachers, and designing and implementing PD programs throughout the state since 2003. She has been able to apply her Masters in Science Education from UC Berkeley and her high school and middle school teaching experience to helping teachers improve science instruction in their classrooms. In addition, Renee works in schools and districts throughout the state providing professional development, science coaching, and curriculum development. She is currently pursuing her doctorate in science education at UMass Amherst. Her research interests center on supporting teachers in the complex task of promoting understanding and conceptual change through discussions and the use of modeling as a way to follow students’ evolving ideas. David White is the Coordinator of Professional Learning Communities for the Vermont Science Initiative. He also works with schools and districts providing professional development and science curriculum support. Prior to joining the staff of VSI, David was the director of curriculum, assessment and instruction for the Lamoille North Supervisory Union. He served as Vermont’s state science coordinator from 2000 to 2005 and taught science for 25 years prior to working at the Department of Education. David also served on the National Science Education Standards development working group and currently serves on the National Assessment of Educational Progress (NAEP) standing committee as well as the advisory board for the Next Generation Science Exemplar initiative. He has a M.Ed. in science curriculum and instruction from the University of Vermont.

19


Registration FormPlease detach & fax to 802-224-9113:

Name: BILLING INFO*

School/Organization: Attention:

Grade/Subject: Organization:

Address: Address:

City/State/Zip: City/State/Zip:

Phone: Phone:

Home Address: Purchase Order Number:

City/State/Zip: Amount:

Home Phone: Bill for materials: Self o School/Org o N/A oE-mail: Bill for credits: Self o School/Org o N/A oNOTE! I understand that by registering, via email or paper copy, for the below named activity, I have made a firm enrollment commitment. I also understand that should I withdraw less than 2 weeks before the start date or fail to attend, NO REFUND WILL BE ISSUED and I will be responsible for the FULL amount of the course. » You must sign this statement by entering your initials in the space provided.

Signature:*Purchase order number/approval REQUIRED for all school/SU billing. All fees are paid directly to LAPDA.

o Applying MTSS and CCSS to the Direct Teaching of General Academic and Content Vocabulary

o Building Upon the Foundation: Building Additive Reasoning and Computational Fluency

o Childhood Apraxia of Speech: A Three-day Seminar in Assessment & Treatment

o Consultation & Collaboration in Schoolso Creating Successful Writers through 6+1 Trait

Instruction and Assessmento Diagnosis and Remediation of Learning

Problems in Mathematics (Math Lab School) – Edmunds Elem. School

o Diagnosis and Remediation of Learning Problems in Mathematics (Math Lab School) – U32 High School

o Direct Instructional Writing Process in Grades 3-8

o Framework-Based Professional Support and Supervision/Evaluation

o The Inspired Educator, The Inspired Learnero Make it, Break it, Hack it STEM & DIYo Making Common Sense of Common Core ELS

Standards for Struggling Learnerso Multiplicative Reasoning o Promethean Board: Using for More Than “Just a

Whiteboard” o Proportional Reasoning in the Middle Gradeso Proportional Reasoning, Algebra through

Geometry (Math Lab School)o School Leadership in the Era of the Common

Coreo Translating the NGSS into Instructional Design

Please return to:

~ 250 Main St. Suite 202, Montpelier, VT 05602 ~ (802) 224-9110 ~ (802) 224-9113 fax ~ [email protected] ~

20

Online Professional DevelopmentCOURSES 45 Contact Hours; 3 Graduate Credits optional Cost: $325 for members $410 for non-membersAdditional $340 for optional 3 graduate credits from Union Institute and University

Coaching to Improve Student Reading Achievement

Coaching to Improve Teaching and Learning

Differentiating Instruction in the Regular Classroom

How to “Read and Write” in Math: Improving Problem Solving and Communication

in Mathematics

Today’s Classrooms: Foundations of the Current Trends in Education (2 graduate credits only)

WORKSHOPS 15 Contact HoursCost: $200 for members $250 for non-members

Giving Directives Students Will Follow

Stopping Disruptive Behavior

Conducting the Parent Conference

Rights and Responsibilities in the Disciplinary Process

Please note: More online courses are coming - check our website www.lapdavt.org

How do I sign up?Register as usual using the LAPDA Registration form. For graduate credit, complete and submit the Union Institute Credit Registration form found on our website prior to commencing the course. Once your registration has been processed, which may take up to a week, you will receive a course code via email from LAPDA with instructions on how to sign in to access the course. The course must be completed within 105 days. This online professional development is offered through CE Credits Online.

Visit our website for the more participant quotes: http://www.lapdavt.org

Date post:	24-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

LAPDA Academy...1 Academy • 2014 Summer Catalogue Bob Stanton, Executive Director Tracie Locke,...

Documents