1

201617WAUKESHAPDPriorities
SDWPD:IFTHEN
If
weprovidefoundationalPDopportunitiesondistrictpriorities(Literacy,Math,W4L,WaukOne)
If
...weoffermultipleoptions/dates/deliverymethods,andinstructors
If
...wemonitorthesuccess,application,resultsofourPD

Then
ourteacherswillhavethefoundationalunderstandingofkeyobjectivesandbeabletoapplythesewith
studentsinordertohelpincreasestudentgrowthandachievement.
Then
...ourteacherswillbeabletobettercustomizetheirlearningexperience
Then
wewalkthetalkoftrueimplementationaswellasimprovetheoverallexperiences,classroomswillbe
impacted,andresultswillbeensured.

CourseFacilitators$250percoursetaught
CreditavailablethroughViterboUniversity

Literacy

SystemLiteracy(CLMConnected)Focus:
LanguageWorkshop(4K8CLM)
(Danielson1c,1e,2a,2b,3a,3b,3e,4a//Honeycomb:
LearnerVoice,CulturalResponsiveness,ProgressionsTowardDeeperLearning)
Teacherswilldigintotheprocessofplanninglanguageworkshopsacrossaunitofstudy
andconnectedtotheessentialquestion.Teacherswillfocusonintentionalpromptingto
elevatestudentthinking.Youwillbegintocreatelanguageworkshopsforyour
upcomingschoolyear.
LiteratureDiscussionGroups(28CLM)
(Danielson1c,1e,2b,3b,3c,3d,3e,4b/
Honeycomb:Assessmentof/for/asLearning,RapidCycleFeedback,CustomizedInstruction)
Teacherswillgrowandapplytheirknowledgeofintentionalplanningforsmallgroup
bookdiscussionsusingconversationalmovesamongpeerstofacilitateandsustain
discoursearoundbigideasandthemeswithincomplextext.YouwillcreateLDGsto
matchanupcomingunitofstudy.
GuidedReading(4K2CLM)
(Danielson1c,1e,2b,3b,3c,3d,3e,4b//Honeycomb:
Assessmentof/for/asLearning,RapidCycleFeedback,CustomizedInstruction)
Teacherswillgrowandapplytheirknowledgeofintentionalplanningtodesignsmall
groupinstructionthatbuildsfoundationalskills,supportsstudentsinapplyingcognitive
strategies,anddevelopingfluencywhilereadingformeaninginleveledtexts.Youwill
planguidedreadinglessonsfortheupcomingschoolyear.
Conferring(4K12CLM)
(Danielson1b,1f,2b,3b,3d,4b//Honeycomb:Assessmentof/for/as
Learning,RapidCycleFeedback,CustomizedInstruction)
Teacherswillgrowtheirunderstandingofconferringwithastudent,keepinganecdotal
notes,andusingthisformativedatatoplaninstruction.Youwilllearnhowtouseyour
conferencestoprovidestudentswithjustrightinstruction.Resourcesonconferring
toolkitswillbeshared.
DoKtoDeepenThoughtfulLogs(CLM)
(Danielson:1e,2b,3d//Honeycomb:Assessment
of/for/asLearning,RapidCycleFeedback,CustomizedInstruction)
TeacherswillseetheintersectionofDOKandThoughtfulLogsastheyexaminethe
powerofawellcraftedprompttoelevatethelevelofthinking.Youwillcreateprompts
fortextsyouwillbeusingintheupcomingschoolyear.

ComprehensionFocusGroups(CLM)3DaySeries
(Danielson:1c,1e,3c,3dHoneycomb:
customizedresponsiveinstruction,progressionstowarddeeperlearning)Comprehension
FocusGroupsareaninterventionintheComprehensionInterventionModel.
TeacherswilllearnhowtoplanandfacilitateCFGstosupportstudentswhoarereading
belowgradelevel.
(TargetAudience:Interventionists,specialeducationteachers,
classroomteachers)(P
ossiblefacilitators:

LisaLawrenz,MariNelson,MelissaMoore,
ChrisRomasko,GinaBailey,NancyRoncke)

DisciplinaryLiteracy612
InquiryBasedApproachtoInstructionDay1

(Danielson1c,1e,2a,2b,3a,3b,3e,4a//
Honeycomb:LearnerVoice,CulturalResponsiveness,ProgressionsTowardDeeperLearning,
AssessmentFor/Of/AsLearning)
Teacherswilllearnthecomponentsofaninquirybasedapproachtoinstructionand
evaluatehowthisapproachisbeneficialtostudentlearningandachievement.Teachers
willexploreeachofthefourstagesofinquiry.
PossibleFacilitators:
LauraRyan,
AmandaWagner,TimJoynt,StephanieBlue,BeckyNewcomer
InstructionalPlanningusingtheGradualReleaseofResponsibilityDay2
(Danielson1c,
1e,2a,2b,3a,3b,3e,4a//Honeycomb:LearnerVoice,CulturalResponsiveness,Progressions
TowardDeeperLearning,OnDemandGrouping)
TeacherswilllearnaboutlessonplanningusingtheGradualReleaseofResponsibility
framework.Teacherswillcreateadraftofalessonplanusingalessonplanning
templatearoundGRR.
PossibleFacilitators:
MarkAnderson,LauraRyan,Amanda
Wagner,MollieHeilberger,JasonSmith
BuildingCollaborationEnvironmentstoenhancetheinquiryprocess
(Danielson1c,1e,
2a,2b,3a,3b,3e,4a//Honeycomb:LearnerVoice,CulturalResponsiveness,Progressions
TowardDeeperLearning,OnDemandGrouping)
Teacherswilllearnhowtobuildpurposefulcollaborativelessonsandenvironmentsthat
fosterstudentstothinkwitheachothertodeepentheirunderstandingsoftopicsand
ideas.
PossibleFacilitators:
AlyssaBehrendt,HeidiVanderbusch
ComprehensionStrategies
(Danielson1c,1e,2a,2b,3a,3b,3e,4a//Honeycomb:Learner
Voice,CulturalResponsiveness,ProgressionsTowardDeeperLearning,Assessmentof/for/as
Learning,CustomizedInstruction)
Teacherswilllearnandapplyreadingcomprehensionstrategiestohelpallstudents
navigatetextandmonitortheirownunderstandingoftext.
PossibleFacilitators:
LauraRyan,MollieHeilberger,DGarcia,AmandaWagner,Eric
Hill
FlexibleGrouping:DataDrivenInstruction
(Danielson1c,1e,2b,3b,3c,3d,3e,4b//
Honeycomb:Assessmentof/for/asLearning,RapidCycleFeedback,CustomizedInstruction)
Teacherswilllearnhowtousedatatocreateandfacilitateflexiblegroupingintheir
classes.WewillbelookingspecificallyathowtouseMAPdata,ASPIREandACTdata,
aswellaspreassessmentdatatocreateandutilizeflexiblegroups.Teacherswillalso
learnhowtoimplementandfosterpositiveflexiblegroupsthatpromotecollaboration.
PossibleFacilitators:
RachelHermann,StephanieBlue,GinaBailey,NancyRoncke

Math

MathEssentials:Elementaryfornewteacherstomath(AMandPMfullday)
(Danielson:1c,1d,
2c,3cHoneycomb:multipleteachingandlearningcomponents)
Inthemorningofthisfulldaycourseteacherswilldigintothemathpracticesstandards,aswell
asthecontentstandardsformath.Teacherswilllookatthestandardsforeachgradeleveland
focusonwaystomeetthelevelofrigorrequired.Intheafternoon,teacherswillexplorethe
workshopmodelframeworktoallowfordifferentiationandsmallgroupinstructionforstudents.
Creatinganenvironmentofnumeracy,managementsystemsandproblemsolvingwillbe
embeddedthroughout.GradesK5mathteachers(MichelleTranchita)

MathEssentials:Secondaryrequiredfornewsecondarymathteachers(3Credits)
(Danielson:1c,d,e,f2a,2c,3c,3d,4a,b,dHoneycomb:AssessmentFor/Of/AsLearning,Multiple
Delivery/MethodsUsed,Anytime/AnywhereLearning)
Thegoalofthecourseistoprovidenewsecondarymathteacherssupportandclarify
expectationsuniquetotheSDWmathdepartment.FromexploringBlackboardcourse
resourcestogradingpracticesinmath,newteacherswillleveragetimetopreparefora
successfulfirstyearinthedistrict.Classsessionswillbetailoredtoteachersneedsandadapt
throughouttheschoolyear.ThecoursewillrunfromJulythroughMayatvarious/flexibletimes.
AlldatesandtimeswillbesolidifiedbyJune15th.(DanPochinski)
MathLeadership:
ThroughouttheMathLeadershipcourse,teachers,principals&coacheswilldigintothe
elementsthatmakeupagreatmathematicsprogram.Whereareyouasaleaderof
mathematics?Wheredoyouwanttobe?

Add+VantageMathRecoveryCourse1(3days)(
Danielson:1a,1b,1e,3dHoneycomb:
Customizedresponsiveinstruction,Progressionstowarddeeperlearning,connectedtoWaukesha1
andW4L)
Add+VantageMRisaprogramthatprovidesteacherswithassessmenttoolstoidentifytheir
students'currentunderstandingsofnumberconceptsandthengivesactivitiestohelpsupport
datadriveninstruction..Duringthese3days,youwilllearnaboutthenumeracycontinuumof
learninginregardstotheLearningFrameworkinNumber.Youwilllearnaboutassessments
thatcanbeadministeredtoyourneedieststudentstoknowexactlywheretheyareintheir
numeracydevelopmentsoyoucanmakeinstructionaldecisionsthatwillhelptomovethe
studentsalongintheirlearning.Pleasenotethatyouwillneedtoadministerassessmentstoa
student(couldbeyourownchild,neighbor,etc.)ontheeveningoftheseconddayofclass.
MathTeachers/SpecialEducationTeachersLimitedto20participants(RosePalmer)
UsingDOKtoPlanMathApplicationTimeActivities
(Danielson:1c,1e,3b,3cHoneycomb:
MultipleInstructionalMethods/Modes,LearnerChoice)
AreyourstudentsengagedinmeaningfulapplicationtimeactivitiesatvariousDOKlevels?
Comeanalyze,explore,andlearnaboutvariousmathematicalgames,activitiesandtasksthat
helptoraisethelevelofrigorofyourapplicationtime.GradesK5mathteachers(JenBalzer)
MathWorkshopRevisited
(movingtothenextlevel)(Danielson:2,3Honeycomb:multipleteaching
andlearningcomponents)
Learnmoreabouthowtomakeyourapplicationtimemeaningfulforeveryonethrough
differentiation,howtouseguidedgroupsmoreeffectivelytomoveyourstudentsforward,and
waystoformativelyassessyourstudents.GradesK5mathteachers(MichelleTranchita)
GuidedGroupInstructioninMath
(Danielson:1c,1e,3c,3dHoneycomb:customizedresponsive
instruction,progressionstowarddeeperlearning)
Onewaytohelpstudentsmoveforwardinmathisbyhavingsmallflexiblegroups.Guided
mathgroupsallowteacherstodifferentiateandresponsivelyinstructstudentsatthelevelsthey
need.Inthisclassfindouteffectiveusesofguidedgroups,howtoplanforthevarious
students,aframeworktofollowforthelesson,andhowtoscaffoldstudentslearningthrough

4
effectivequestioning.GradesK5mathteachers(LizaHoyer,FaithLincicum)

MathContinued

UsingCGIProblemstoAssessStudentLearning
(Danielson:1a,1b,3b,3dHoneycomb:
CustomizedLearningPaths,CustomizedResponsiveInstruction,OnDemandGrouping,Assessment
For/Of/AsLearning)
NowthatyouhavefinishedayearwiththeDistrictCGIBenchmarkCommonAssessments,take
sometimetolearnhowyoucanusetheseassessmentstoinforminstruction.Duringthis
courseyouwillanalyzevariousstudentresponsesanddeterminenextstepstomovetheir
learningforward.GradesK5mathteachers(FaithLincicum)

InstructionalPracticestoEnhanceW4LandW1

PersonalizedLearningelementsandhowBb9cansupportpersonalization.
ImmersinginthecorecomponentsofthehoneycombLearnerprofiles,proficiencybased
progress,customizedlearningpaths,usingphysicalspacetofacilitatechoice(Jeffreyand
Sprader)
ScaffoldingInstructionsothatAllStudentsWillLearn
(Danielson:1b,1c,1e,1f,3b,3c,3d,3e)
Understandingthelearningcyclethatweallinteractwithaslearnersisessentialincrafting
engaginginstructionalpractices.(GinaBailey)
CulturallyResponsivePractices

Buildingawarenessofculturaldifferencesthroughselfawarenessandstudyofpracticaland
bestpracticesinculturallyresponsiveclassroompractices.(Danielson1b,2a,2b)
(Davis/Kirsch/Sumwalt)
WaukeshaforLearningEssentials:
SettingInstructionalOutcomes
(StephanieWanner,SharinTebo)
(Danielson1c)(Honeycomb:Standardsguidedlearning,Proficiencybasedprogress,Customized
learningpathways)
Thiscoursewillfocusonevaluatingand/orcreatingandarticulatinghighqualityenduring
understandingstostudents,andthenaligningcriteria,assessmentsandlearningexperiencesto
thesedesiredoutcomes.Participantswillexaminetheirowninstructionaloutcomes,andexplore
howtheycanbealignedtoinstructioninbothstandardsbasedandproficiencybased
environmentsanddiscoverhowinstructionaloutcomesareessentialtocreatingcustomized
learningpathwayswithstudents.(TargetaudienceK12leadersandteachers)
WaukeshaforLearningEssentials:
DesigningStudentAssessments
(StephanieWanner&SharinTebo)
(Danielson1f)(Honeycomb:Standardsguidedlearning,proficiencybasedprogress,customized
learningpaths,assessmentof/for/aslearning,rapidcyclefeedback)
Thiscoursewillfocusoncreatinghighqualityassessmentsthataligntocourse/gradelevel
instructionaloutcomesandstandards.Inaddition,participantswilldeterminethebesttypeof
assessmenttousefordifferentoutcomes,skillsorconceptsanddeterminehowassessment
canbeusedof,forandaslearningthroughauthenticperformancetasksandexperiences.
(TargetaudienceK12leadersandteachers)
WaukeshaforLearningEssentials:
UsingAssessmentinInstruction
andP
rovidingTimelyand
EffectiveFeedbacktoStudents
(TomYoungandSusanAleson)
(Danielson1a,3a,3d)(Honeycomb:
Standardsguidedlearning,proficiencybasedprogress,
customizedlearningpaths,assessmentof/for/aslearning,rapidcyclefeedback)
Thiscoursewillbeginwithareviewofhighqualityassessmentdesign,andthenshiftfocusto
usingassessmentformative,summative,authenticandperformanceduringinstructionand
fortheprimarypurposeofdeterminingthenextinstructionaldecisionsandstudentsnextsteps
towardslearning.Participantswillthenexamineavarietyofmethodsforprovidingtimelyand

5
developmentalfeedbacktostudentsanddevelopanactionplanforimplementingmoreeffective
feedbacksystemsintheirownclassroom.(TargetaudienceK12staff)

TechnologySelfPacedTDPs

Bb101UsingBlackboardtoAugmentInstruction
Interestedinhavinganonlinespacetopostdocumentsandfiles,toallowstudentstoaccessclassroom
content24/7,ortoencourageengagedlearningthroughstudentinteraction?Thinkingaboutaflipped
classroom,butunsureofwheretoputthevideosyougenerate?Perhapsitistimeyoulearnedmore
aboutBlackboard9,thelearningmanagementsystemavailabletoWaukeshateachersandstaff.This
courseisfocusedoncreatingyouronlinecourseenvironment.Wewillspecificallylookathowtocreate
andpostcontentforusewithstudentiPads.Allcoursecontentwillbeapplicabletoschoolsthatdonot
yethavedevices.ThisisabeginningBlackboardcourseforthosewantingtolearnmoreabout
constructingaBlackboardcourse.Comejoinustoestablishyouronlineclassroom!

Bb102BlackboardAddingCollaboration,AssessmentandMore
HaveaBlackboardcoursethatyouarealreadyusingwithyourstudents?Thiscourseisfocusedon
addingtoyouralreadydevelopedonlinecourseenvironment.Wewillusethecollaboration,
communicationandothertoolsinBlackboardtoexpandyourcoursecontent.Howcanwegetour
studentstointeractwitheachothertoincreaselearning?DiscussionBoards,WikisandBlogs,OHMY!
WewillspecificallylookathowtocreateandpostcontentforusewithstudentiPads.Allcoursecontent
willbeapplicabletoschoolsthatdonotyethavedevices.ComejoinustomakeyourBlackboard
coursemoreinteractive!

Bb103BlackboardAddingAssessmentandMore
HaveaBlackboardcoursethatyouarealreadyusingwithyourstudents?Thiscourseisfocusedon
addingtoyouralreadydevelopedonlinecourseenvironment.Wewillusethecollaboration,
communicationandothertoolsinBlackboardtoexpandyourcoursecontent.Howcanwegetour
studentstointeractwitheachothertoincreaselearning?DiscussionBoards,WikisandBlogs,OHMY!
WewillspecificallylookathowtocreateandpostcontentforusewithstudentiPads.Allcoursecontent
willbeapplicabletoschoolsthatdonotyethavedevices.ComejoinustomakeyourBlackboard
coursemoreinteractive!

Google101GoogleBasics
GoogleBasicsplacesemphasisontheuseofGoogleTools(Chrome,Gmail,Calendar,Drive,and
somebasicusesofDocsandPresentations).Thecoursecontentwillrangefromthemostbasicuseof
Gmailandsettingupclasscommunicationemailgroups,tosettingupsharedclassroomcalendarsand
collaborativedocumentstouseforlearning.
ThecourseisdesignedtomodelpersonalizedlearningwithemphasisonthebasicGoogleskillsfor
studentsandteachersinamodernWaukeshaOneclassroom.Theclasswillalsofocusonbest
practicesforutilizingGoogleAppsforEducationonaniPad,whichistheprimarymethodstudents
interactwiththesetoolsintheSchoolDistrictofWaukesha.

Google102Collaborating,Assessing,Publishing,andReflectingwithGoogleTools
GoogleAppsforEducationischangingthewayourstaffandstudentscommunicate,collaborate,
teach,assess,andlearn.Thissessionisfocusedonfindingwaystointegratethecreation,
communication,andcollaborationfeaturesofGoogleAppsforEducationintoexistingpractices,andto
begintoexplorenewinstructionalandassessmentpracticesandmethodsthatwillbeaidedbytheuse
ofthesetools.WewillfocusonGoogleDrive,Docs,Slides,Forms,Sheets,andSitesThesessionis

6
targetedatuserswhohavealreadystartedtoexploreandutilizetheGoogleAppsforEducationsuiteof
productsandarereadytousethesetoolsformeaningfulinstructionalpurposes.

Google103BringingItAllTogether!
NowthatteachershavelearnedtousemanyoftheGoogleAppstoolsavailabletothemandtheir
students,itistimetousethemmeaningfullytotakefulladvantageofthesetoolsforthepurposeof
teachingandlearning.WewillbroadenthescopeofwhatispossiblewithGoogleAppsbyexploring
threeaddonservices:YouTube,Blogger,andbuiltinAddons.Thesetoolsaidteachersinresource
deliverytostudentsandmoreefficientworkflow.Theycanaidstudentsinmakingtheirthinkingvisible
andgoingpublicwiththeirlearning.WewillthenexploretheSAMRmodeltoempowerandinform
teachersofwhatmeaningfultechnologyintegrationcanlooklike.Finally,studentsinthecoursewill
developaninstructionalunittousewithstudents(usingtheGoogleAppstoolstosupportthelesson)
andwillevaluateitbasedupontheSAMRscale.
ThecourseisdesignedtomodelpersonalizedlearningwithemphasisonadvancedGoogleskillsfor
studentsandteachersinamodernWaukeshaOneclassroom.Theclasswillfocusonbestpractices
forutilizingGoogleAppsforEducationonaniPad,whichistheprimarymethodstudentsinteractwith
thesetoolsintheSchoolDistrictofWaukesha.

SAMR101ComingSoon!Lookforitin2016...

Data

AssessmentsResultsDataOhMy!(Teachers)
Doyoufindallthisstudentassessmentdataoverwhelming?Notsurewhatitallmeanshow
touseitwhereitallis?Thissessionwillbuildskillsindataliteracyenablingteacherstouse
assessmentresultsasapowerfultoolforeffectiveteaching.Youwilllearnwhichstudent
resultsareavailabletoyou,whattheymean,andhowusethemasatoolforimproving
instructionandultimatelyoutcomesforstudents.(
Danielson
:1b)(
Honeycomb
:LearnerProfiles)
(
Danielson
:1b,3d)(
Honeycomb
:ProficiencybasedProgress,AssessmentFor/Of/AsLearning,
IntegratedDataMgmtSystems)(McCormick)

TheDataYourDataCouldLookLike!(MandatoryAttendforPrincipals)
Thissessionwillbuildskillsindataliteracyenablingadministratorstousevariousdashboardsasa
powerfultoolforeffectiveleadership.Youwilllearnwhichdataareavailabletoyou,whattheymean,
andhowusethemasatoolintheSchoolImprovementProcess.Waukeshadatadashboardsand
WISEDash

(
Danielson
:1b)(
Honeycomb
:LearnerProfiles)(
Danielson
:1b,3d)(
Honeycomb
:
ProficiencybasedProgress,AssessmentFor/Of/AsLearning,IntegratedDataMgmtSystems)
DataFocusedPLC(s)

tomakeinstructionaldecisionsatthebuildinglevel
(DanielsonFfT1f,4e)
(Tebo,Blue,Fisher)
Startingwithidentifyingwhatwewantstudentstoknowandbeabletodo,teacherteamsin
PLCsmustleveragedataaroundassessmenttodiscussareasofstrengthandareastoimprove
instructiontohelpallstudentssucceed.TheASW(AnalyzingStudentWork)processhas
helpedteachersinPLCstodialogueaboutassessmentquality,determinenecessarychanges
basedondata,andinforminstructionaldecisionstohelpallstudentsworktowardproficiency.
Inthissession,teacherswillunderstandtheneedforstrongcollaborationaroundasharedgoal.
ParticipantswillgainathoroughunderstandingofhowtheASWcanworkinPLCs.Finally,
participantswillbeabletouseusetheASWprocesstoimproveinstructionandinform
decisionmaking.**Itishighlyencouragedthatparticipantssignupincoursealikegroupsfor
discussionpurposes.Pleasebringacoupleassessmentsandrubricstotheclass.

MakingThinkingVisiblethroughDigitalPortfoliosandLearnerProfiles
DanielsonFfT1C,3B,3C,
3D,4BHoneycomb:LearnerProfiles,PersonalLearningGoals,PersonalLearnerGoals,Student
VoiceandChoice(Taege)
Teacherswillexplorevarioustechniquesandresourcesforcuratingstudentworkasameans
forinfusingstudentownershipandvoiceindemonstratingproficiency.Teacherswillexamine
theprocessofscalingfromgoalsettingtofullsystemimplementationoflearnerprofilesand
digitalportfolios.

StudentServices
NonViolentCrisisIntervention(StudentServices):

(Danielson2a,2b,2cand2d
This
trainingfocusesonpreventionofcrisisandoffersprovenstrategiesforsafelydefusing
anxious,defensive,oractingoutbehaviorattheearliestpossiblestage.)(KarenPeterson,
LindaSumwalt)
AssistiveTechnologyandAugmentative/AlternativeCommunicationSpecialEducation
(Danielson1b,1c,1d,1e,1f,1g,3b,3c,3d,3e).
Decisionmaking,tools,andstrategiestoimprovestudentlearningbyaddressinglearning
differences.(ATSpecialists)
PracticalClassroomManagementStrategies
Danielson2c,2d,3a
Thiscourseoffersstrategiesinmanagingclassroom,managingstudentbehavior,and
communicatingwithstudents.(Sumwalt/Peterson)
PrincipalsGuidetoSpecialEducation
(Danielson1b,4b)
(Callies/Peterson)
Thiscourseoffersadministratorstheopportunitytocollaboratearoundspecialeducationissues.
Wewillbeusingthefollowingtexttoguideourdiscussion:
APrincipalsGuidetoSpecial
Education,
byDavidF.BatemanandC.FredBateman.

Topicswillincludetheroleofthe
specialeducationteacher,disciplineforstudentswithdisabilities,andtheroleoftheLEA
representativeinIEPmeetings.Inadditiontoprincipals,thiscourseisalsoappropriatefor
DeansofStudentswhoserveasLEARepsintheirbuildings.
BuildingBehavioralCapacitywithLynnBoreson
(Danielson)
(Peterson/Sumwalt)
ThisclassisafulldaypresentationbyeducationalconsultantLynnBoreson.Lynnhasan
extensivehistoryinthefieldofSpecialEducationandEBD.Thefocusofthispresentationwill
beonhelpingtodevelopteachersintheirunderstandinganddevelopmentofFunctional
BehavioralAssessments(FBA)andBehaviorInterventionPlans(BIP).Focusareasforthis
sessionwillinclude:clearlydefiningbehavior,beingproactiveinplanningforpositivestudent
behavior,utilizingalternativeandpositiveoptionswhenrespondingtostudentbehavior,and
collectingdata,aswellasdevelopingdefensibleprogramsforstudentswithbehavioral
difficulties.
Thisisaclassforspecialeducationteachersandschoolpsychologists,byinvitationonly.Wehavelimited
space,andweneedateacherleaderfromeachschoolinthedistrictinattendance,sotheycanbringthe
informationbacktotheirrespectiveschools.
==========================================================================

SpecializedFocusPoints:

PLTW
(Danielson:1a,1d,1e,2c,3b,3c,3dHoneycomb:RigorousLearningGoals,CulturalandLIfe
Relevance,MultipleDeliveryMethods/Modes)Initial12hourtrainingneededtoteachafirstmodule
(necessaryforRandallandHawthorneSTEMPLTWteachers).

8
Literacy&NumeracyInstructionintheVirtual,AsynchronousWorld
(
Danielson
:1e,3a,3c)(
Honeycomb
:
CustomizedLearningPaths,Anytime/AnywhereLearning,MultipleDeliveryMethods/Modes)
Manyoftheliteracyandnumeracystrategiesassumeacaptiveaudiencewhoareallworkingonthesame
taskatthesametime.Howdoyouteachliteracyandnumeracywhenthatassumptionisnolongervalid?
Comecollaborateandbreaknewgroundaswebrainstormwaystoapplyliteracyandnumeracystrategiesin
thevirtual,asynchronousenvironment.This
IS
inquirylearningappliedtoyouasaprofessional.

UnderstandingtheDanielsonFramework(AllDanielson)
REQUIREDFORALLNEWTEACHERS(Online
coursebeingbuiltforsummerlaunch)OverviewofFrameworkandapplicationinclassroom/practice.(Ryan
Patt)

DualLanguageTeachingforBiliteracyLevel1and2:2CUCredits
TargetAudience:
REQUIREDDualLanguage4K7thgradeTeachers,opentoSpanishWorldLanguage
Teachers,andbilingualESLteachers
ThiscoursewillintroducestafftomodernconceptsandmethodsofteachingforlanguageacquisitioninaDual
Languageorotherbilingualinstructionalsetting.Thecoursewillpreparestaffwithintroductoryknowledge
aboutthemethodsfororallanguageacquisitionandthedevelopmentofmetalinguisticawareness.
Instructor:
ElizabethGould

Successwith
EnglishL
earners1CUCredit
TargetAudience:
Teachers,Support,Administration
EnglishLearnersarethefastestgrowingpopulationofstudentsintheUnitedStates.InSDWthereareatleast
38identifiedhomelanguagesotherthanEnglish.Itisprobablethatyouwillbeaskedtomeetthelinguistic,
culturalandacademicneedsofthesestudentsinyourquestthatallstudentsobtaincollegeandcareer
readiness.Feelreadytodothiswork,butwantingsomepracticalstrategies?Thisintrocoursesupports
educatorseffectivenesswithanunderservedstudentdemographicinourdistrict.Getpreparedtonetwork,
learnandimproveyourcapacitytohelpstudentsmeetcollegeandcareerreadinessstandardsthatareinpart
determinedbyexcellentopportunitiestolearn.(Possibleinstructor:MarisaMannellaNathan)