Calendar

Jan
10
Wed
Simplifying Fractions!-2018 @ CVEDC i-Classroom
Jan 10 @ 4:00 pm – 7:30 pm
Simplifying Fractions!-2018 @ CVEDC i-Classroom | Essex | Vermont | United States

Instructor: Betsy Allen. M.Ed., CAS


Dates: Wednesdays 4-7:30 pm : January – 10, 17, 24, 31  February -7, 14, 21  March 7, 14, 21 and 28

Target Audience: Teachers Grades 3 – 8,  Special Educators, and interventionists

This 3-graduate credit course will explore the learning progressions and the standards progression of the Vermont Common Core State Standards along with current research on how students develop a deep understanding of fractional concepts.  Each participant will analyze student work to identify where students are on a learning progression, identify the common misconceptions, and then develop and plan next instructional steps. They will collaborate with other grade level teachers to strengthen and/or develop their fraction unit, including formative assessments and instructional strategies and lessons, with integrated technology.

Learning Outcomes

1. Participants will deepen their own content knowledge of fractions.
2. Participants will know and understand fraction content of the CCSS across grade levels and the shifts of content.
3. Participants will know the cognitive research about how children develop fractional concepts that is the basis for the learning progressions.
4. Participants will learn how to identify where students are on a learning progression and identify student misconceptions.
5. Participants will develop a variety of instructional strategies to promote student learning.
6. Participants will develop and/or strengthen a fraction unit of study and incorporate the use of formative assessments as an instructional strategy.
7. Participants will learn technology applications and games during the course so that they might incorporate them in their instruction.

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About our Instructor: Betsy Allen is the District Math Coach in Essex Westford School District. Prior to this, she graduated from VMI and coached math at Hardwick Elementary. Betsy represented Vermont in several Smarter Balance Assessment projects.

Jan
15
Mon
Transforming Teaching & Learning Through Mindfulness and Restorative Practices/Course Full-Waitlist Available @ CVEDC Classroom
Jan 15 @ 12:00 am
Transforming Teaching & Learning Through Mindfulness and Restorative Practices/Course Full-Waitlist Available @ CVEDC Classroom | Colchester | Vermont | United States

Course Full-Waitlist Available

HYBRID: Online with edu2.0 including 4 face to face meetings

Instructor: Annie O’Shaughnessy

Hybrid Online Course

Dates: January 15 – April 30, 2018

Face to Face Dates: 1/22, 2/19, 3/19 and 4/16, 2018   Time: 4:00 – 7:00 pm

Optional: April 30 – Final Circle  4:00-6:00pm

Target Audience: Educators, therapists & helping professionals

This course was developed based on the premise that most teachers and students want to be part of a learning community where students feel:

● focused and relaxed.
● connected, honored and respected.
● engaged, curious and excited to learn.
● safe to take risks and speak authentically.
● supported to begin again after failure.
● challenged and willing to stretch their abilities.
In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing this kind of learning community. While class meetings will be primarily experiential in order to develop an embodied understanding of mindful awareness and restorative work, online material and assignments will challenge participants to become fluent in the principles, science and research that support them. Emphasis is placed on each educator’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Finally, participants will experience the power of Mindfulness and Restorative Practices as tools within a reflective practice, looking closely together at our teaching life.
Restorative Practices and Mindfulness can be seen as interdependent. In a classroom where a teacher practices Mindfulness, an environment of compassionate curiosity arises. From this compassionate curiosity a different way of responding arises in the face of the challenging situations and unexpected behaviors from students and the challenging emotions and thoughts from within our own minds. This “different way” essentially expresses the basic principles of Restorative Practices: open and authentic communication with the goal of “righting wrongs,” building or re-building trust, and strengthening community. Further, the success of Restorative Practices depends on a teacher’s ability to remain a grounded, mindful, nonjudgmental presence while students develop the skills of relaxed, curious focus—both of which Mindfulness provides.
This course is for the educator or helping professional who is ready to commit to a full exploration of these principles and practices in a way that invites significant shifts in how he or she teaches, counsels or manages others.

Course Objectives Participants will:
– Learn about the science of mindfulness.
– Review research related to how mindful awareness activities and restorative practice (RP) affect classroom learning, executive functioning and behavior.
– Learn how to talk to students and colleagues about mindfulness and RP with intelligence and spirit.
– Develop a personal practice of mindfulness in and out of the classroom.
– Experience the Circle Process and have opportunities to lead.
– Use mindful investigation and analysis to improve teaching practice.
– Design and implement mindfulness activities that are developmentally appropriate and that feel authentic to the teacher.
– Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
– Explore the many different ways RP can look in a classroom—from affective statements and compassionate inquiry to circle process and collaborative problem solving.
– Explore how RP can be woven into content instruction.
– Understand how Mindfulness and RP work interdependently.

includes book: Rechtschaffen, D. (2014). The Way of Mindful Education: Cultivating Well-Being in Teachers and Students

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GED 527 Syllabus Mindfulness Practices 2018
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Standards are for Teaching
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 8 : Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

For Leading:
Standard 2: An education leader promotes the success of every learner by advocating, nurturing, and sustaining a school culture and instructional program conducive to learning and staff professional growth.
Standard 5: An education leader promotes the success of every learner by acting with integrity, fairness, and in an ethical

Jan
24
Wed
Leading the Implementation of Proficiency-Based Learning: Creating the Conditions for Success @ Hampton Inn & Conference Center
Jan 24 @ 9:00 am – 3:30 pm
Leading the Implementation of Proficiency-Based Learning: Creating the Conditions for Success @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated Facilitated by: Andrew Jones & Gabe Hamilton

Dates: January 24, 2018; 8:30 am registration; 9-3:30 pm

Target Audience: Instructional Coaches, Principals & District Leaders

Description: This one day workshop is meant to help school and district leaders support teachers with the implementation of proficiency-based learning practices. This session focuses on seven high leverage tools and strategies that can be utilized to facilitate the implementation of proficiency-based systems of teaching and learning.

Gradebooks, vision statements, professional development opportunities, instructional coaches, guiding documents, distributed leadership structures, and professional learning communities all provide a cohesive package of tools that can support the shift to a proficiency-based model of education.

Objectives:
● To gain a systems perspective of proficiency-based learning implementation
● To understand the challenges and barriers of implementation
● To be able to leverage certain tools and strategies to support the shift to PBL
● To share successes and challenges of implementation strategies

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Andrew Jones is the Director of Curriculum for Mill River Unified Union School District.  He is a doctoral candidate at UVM, focusing his research on the implementation of proficiency-based learning.  Andrew is a 2015 Rowland Fellow.

Gabe Hamilton is the Proficiency-Based Learning Coordinator at Mount Abraham UHS in Bristol, VT. He is also a 2015 Rowland Foundation Fellow. Both have provided quality professional learning on the PBL model.

Creating the Readers We Need for a Democratic Society-HYBRID/ONLINE COURSE @ CVEDC iClassroom and Online at EDU 2.0
Jan 24 @ 4:00 pm
Creating the Readers We Need for a Democratic Society-HYBRID/ONLINE COURSE @ CVEDC iClassroom and Online at EDU 2.0 | Colchester | Vermont | United States

Instructors: Ellen A. Thompson, Ed.D. with June Golato, M.S., CCC-SLP

Dates: January 24 – May 9, 2018   Face-to-Face Dates: 1/31, 3/7 and 5/2  Time: 4:00 – 7:00pm

Target Audience: Teachers of Grades 2-8

This hybrid course will allow participants to understand more completely what the expectations are for the teaching of how to get readers really thinking about their reading within the context English-Language Arts Common Core State Standards (ELA CCSS). All participants will use NEO, a cloud-hosted Learning Management System to gain new content information, contribute to large group and strand discussions, hand in and share assignments, and discuss readings, etc.

For teachers to encourage and produce readers who really love reading, we have to nurture them into deep understanding of their reading and help them understand that how and what they think matters. In an age of fake news and more, the importance of supporting readers to be critical thinkers and readers is of the utmost importance.

Some of the main goals of this class include:
1. Examine the ELA CCSS standards for content and teaching shifts
2. Explore deep reading instruction for elem/middle level students in depth
3. Reflect and discuss in ways that disrupt our own thinking as well as the thinking of our students
4. Consider the implications this work has on classroom practice to map out a strategic plan for classroom-based applications
5. Develop an understanding of the use of EDU20.org (NEO) to support learning of the CCSS and to support the learning of other class participants
6. Use the ELA CCSS to create a meaningful unit of study and/or research best practice to promote deeper student understandings for reading that matters
7. Collaborate with colleagues to develop a community of learners to support this new learning
*includes 3 grad credits from St. Michael’s College & texts: Disrupting Thinking: Why how we read matters, Kylene Beers & Robert E. Probst and Falling in Love with Close Reading: Lessons for analyzing texts – and life, Chris Lehman & Kate Roberts

 About our instructors:
Ellen A. Thompson, Ed.D. a National Board Certified Early Childhood Generalist, has taught as a classroom teacher in Vermont for over twenty years. She was named the Vermont State Teacher of the Year in 1993.  Her previous experience includes teaching and research faculty at the University of Vermont, Essex Town District Staff Development provider in literacy and assessment practices and now Director of Instruction & Information Services there.
June E. Golato has been a practicing Speech Language Pathologist in Vermont schools and in private practice for 30 year’s Prek-12. In 2014, June earned a Certificate of Advanced Graduate Study in Reading from St. Michael’s College and holds a Literacy Specialist endorsement as well as a Speech Language Pathologist license. June currently is a Speech Language Pathologist at Essex Elementary School in Essex Town.
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Jan
30
Tue
CVEDC *Thought Partner Series 2017-18  Building Global Citizenship:  Schools that Make a Difference @ CVEDC Conference Room
Jan 30 @ 1:00 pm – 4:00 pm
CVEDC *Thought Partner Series 2017-18  Building Global Citizenship:  Schools that Make a Difference @ CVEDC Conference Room | Colchester | Vermont | United States

Facilitated by Mary Lynn Riggs

Dates:  Jan 30, Feb 21, Mar 20 and April 17, 2018 *plus 3 additional hours of collaborative time or online, along with brief readings/pre-writes that will be provided a week before seminar.          15 recertification hours               

Hours: 1:00 – 4:00 pm afternoon refreshments      

Target Audience:  District/SU teams of 3-5 instructional leaders who are committed to active participation and deep thinking about pervasive social, economic and environmental issues.

This is the first CVEDC Thought Partner seminar series for district teams to explore the definition of global citizenship as it pertains to Vermont schools and communities.  If we are to engage students in personalized and flexible learning opportunities, how do we structure learning so that we prepare students with the skills, competencies and knowledge to be responsible world citizens? How can students and teachers make a difference in the future of our communities and our world?  How do we engage our communities in this process?  Why does this matter, particularly in today’s world?

What are the steps your district can take toward integrating global citizenship learning opportunities in PreK-12 learning environments?  What local resources are available to support your efforts? How might you frame your work on the United Nations Goals for Sustainable Development?

This seminar will meet 4 times to engage teams in facilitated dialogue around global citizenship.  Readings, resources and guest(s) at each session will introduce teams to information and strategies to support districts in developing goals and strategies to think globally and act locally. Each seminar will include local K-12 school and community resources and models.   Individuals will have the option to earn micro-credentials around global citizenship, and teams will leave with a rationale, goals and actionable plan to present to their faculties and communities. Our guests will include educators (K-college) who are incorporating Global citizenship into their curricula, local student activists/educators and community supports.

 *A Thought Partner Series is a venue for collaborative work with regional partners.  Thought Partners:

  • Challenge your thinking.
  • Cause you to modify or change your paradigms, assumptions or actions.
  • Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your business, career or life.
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 Dr. Mary Lynn Riggs served as a teacher, principal and curriculum director in Vermont schools. She is trained in Dialogue Education and intentionally facilitates groups to build collective understanding which moves them to action. see more…
Jan
31
Wed
Video-Supported Professional Learning: How Do I Set That Up? @ Hampton Inn and Conference Center
Jan 31 @ 9:00 am – 3:30 pm
Video-Supported Professional Learning: How Do I Set That Up? @ Hampton Inn and Conference Center | Colchester | Vermont | United States

Facilitator: Mike Berry

Dates: January 31, 2018; 8:30 am registration; 9-3:30 pm

Audience: K-12 Administrators/Educational Leaders/Coaches

Are you a school leader (perhaps recently trained by Jim Knight or recently having read Knight’s: “Focus on Teaching”) and you want to learn more about the logistics of making the videos?  

Spend a day with Mike Berry to gain the confidence in selecting video tools and strategies to use that will allow you to concentrate on the learning you gain from the experience without the worry of how to set it up.

* What type of video cameras are available for taping meetings, lessons, trainings?
* What are the benefits of using videography to support professional learning (your own as well as others)?
* How can I practice on myself -and see myself as others see me when I facilitate?
* How do I set up the camera to be unobtrusive so that it blends in?
* How do I pick up the sound from far away?
* What do I focus on…. teacher? students? – GPS tracking support?
* Once the video is complete… how do I edit and share it to make it usable?
* What supports are available to annotate so that I can make some comments
                 – or the teacher and I can each comment on the video itself?
* Who stores and keeps the video and where should that go?

Participants should bring their video technology (smart phones, video camera, etc.) to practice with throughout the day.

Mike Berry’s blog: https://michaelberryedu.wordpress.com/
Mike Berry’s YouTube Channel: https://www.youtube.com/channel/UCObIMShS1u5sqzPxzbrD5Vw

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Feb
7
Wed
Solved! A Better Way to Approach Problem Solving 2-Day Workshop Series – Spring 2018 @ Hampton Inn and Conference Center
Feb 7 @ 9:00 am
Solved! A Better Way to Approach Problem Solving 2-Day Workshop Series – Spring 2018 @ Hampton Inn and Conference Center | Colchester | Vermont | United States

Facilitated by: Christian Courtemanche, Math & Science Instructional Coach –MMMUSD & Regional Professional Developer

Dates: February 7 & March 28, 2018

8:30 registration, 9:00-3:30  breakfast and lunch included

Target Audience: Grades 2-5 educators and coaches interested in developing a more robust pedagogy around problem solving in their math workshop.

Description: Participants will be guided to develop deeper understandings for the role and purpose of problem solving in a curriculum, the connection between problem solving and the Common Core State Standards, and how to use problem solving to boost student interest and engagement in math and performance on SBAC performance tasks. Over the two sessions, teachers will collect and develop 3-ACT Problem Solvers to use in their classrooms, explore how to best adapt current problems from within their existing programs, and reflect on implementation of these richer problems with their own students.

Session #1: Changing our Paradigms about Problem Solving
· Why is rich problem solving such a critical component of 21st century math education?
· How is rich problem solving different than the story problems found throughout most programs?
· Where is problem solving in the CCSSM Standards?
· Understand and use the 3-Act model for problem solving developed by Dan Meyer (TedTalk), and expanded upon for primary grades by Graham Fletcher
· Collect and develop Problem Solvers to use in your own classrooms, connected to current unit understandings

Session #2: Taking the Next Steps in Problem Solving
· Where does this fit? Embedding problem solving in regular routines and curriculum mapping
· When helping hurts: How to best support students when they are stuck
· Meaningful extensions: How to best expand problem solving for students who excel
· Is it just about the right answer? Assessment & feedback with problem solving
· Problem Solving Climate: Building positive attitudes toward problem solving

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About our Facilitator: Christian Courtemanche is the Chittenden East District Math and Science Instructional Coach and has been teaching Math Menu for Differentiated Instruction since 2013 as a graduate course. One of CVEDC’s most popular courses, Christian will work on extending these strategies so that teams and leaders can work on fine-tuning a menu model throughout their schools, based on the success of current implementers.

Feb
20
Tue
Assessing the NGSS: A one-day workshop facilitated by Liz Mirra @ Hampton Inn & Conference Center
Feb 20 @ 9:00 am – 3:30 pm
Assessing the NGSS: A one-day workshop facilitated by Liz Mirra @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated by Liz Mirra

 

Dates: February 20, 2018; 8:30 am registration; 9-3:30 pm

Target Audience: Vermont Educators involved in NGSS Instruction

Next Generation Science Standards – 3-Dimensional Learning
· Science & Engineering Practices
· Crosscutting Concepts
· Disciplinary Core Ideas

The Next Generation Science Standards call for teachers to design and administer assessments that allow students to demonstrate three-dimensional learning.  This is a significant shift from the way students have previously been assessed in science.

As the state of Vermont moves towards a new state science assessment aligned to the NGSS, educators need to become familiar with these shifts and develop a deeper understanding for what our students may be asked to do on the new state assessment.

In this workshop, we will explore:

· the vision for NGSS-aligned assessments
· the hallmarks of high-quality assessments aligned to the NGSS,
· analyze and explore resources and examples of classroom and state assessments aligned to the NGSS. 

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About our Facilitator: Liz Mirra is the Math and Science Coach at Springfield High School. She was involved in reviewing and providing feedback on the Next Generation Science Standards throughout their development.  Liz has worked with numerous school districts providing professional development on science best practices and assistance with aligning curriculum to the new standards. She is a national presenter facilitating workshops on the NGSS.  Liz was the 2011 recipient of the prestigious President’s Award for Excellence in Science Teaching.

Mar
14
Wed
Inquiry-Based Practice in Social Studies Education: C3 Framework @ Trader Duke’s Hotel, formerly DoubleTree
Mar 14 – Mar 15 all-day

Facilitated by Dr. Kathy Swan

Dates: March 14 & 15, 2018; 8:30 registration 9:00-3:30 (light breakfast and lunch included)  Location: Trader Duke’s Hotel, formerly DoubleTree

Target Audience: K-12 Social Studies Educator Teams, Principals and Curriculum Leaders

This 2-day, hands-on workshop is designed to familiarize educators with the C3 Framework through a curriculum design process called the Inquiry Design Model TM (IDM).IDM TM is a distinctive approach to creating instructional materials that honors teachers’ knowledge and expertise, avoids over-prescription, and focuses on the key elements envisioned in the C3 Inquiry Arc.

Unique to the IDM TM is the Blueprint TM, a one-page presentation of the questions, tasks, and sources that define a curricular inquiry. The Blueprint TM offers a visualsnapshot of an entire inquiry such that the individual components and the relationship among the components can all be seen at once. Workshop participants will work individually and with others to develop an inquiry on a topic of their choosing using the 10-step design path. Participants should walk away with a solid understanding of social studies inquiry and how inquiry unfolds in the classroom.

Unique to the IDM TM is the Blueprint TM, a one-page presentation of the questions, tasks, and sources that define a curricular inquiry. The Blueprint TM offers a visualsnapshot of an entire inquiry such that the individual components and the relationship among the components can all be seen at once. Workshop participants will work individually and with others to develop an inquiry on a topic of their choosing using the 10-step design path. Participants should walk away with a solid understanding of social studies inquiry and how inquiry unfolds in the classroom.

*cost includes 2-day workshop and the soon-to-be released (Nov’17) book: The Inquiry Design Model:  Building Inquiries in Social Studies by Kathy Swan, John Lee, S.G.  Grant. Publisher: NCSS and C3 Teachers

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About our Presenter: Kathy Swan is a professor of curriculum and instruction at the University of Kentucky. She is the co-editor of the book, Teaching the C3 Framework: A Guide to Inquiry Based Instruction in the Social Studies. She is also the co-founder of C3 Teachers.  read more…
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Apr
5
Thu
Dr. Ross Greene: Advanced Training in Collaborative & Proactive Solutions @ Trader Duke’s Hotel, formerly DoubleTree
Apr 5 – Apr 6 all-day

Advanced Training in Collaborative & Proactive Solutions: Understanding and Helping Behaviorally Challenging Students

A 2-day Institute with Dr. Ross Greene

Dates: April 5 & 6, 2018; 8:30 registration 9:00-3:30 (light breakfast and lunch included) LocationTrader Duke’s Hotel, formerly DoubleTree

Dr. Ross Greene’s evidence-based, empirically-supported CPS model – as described in his books Lost at School and Lost & Found — has a track record for dramatically reducing discipline referrals, detentions, and suspensions, improving student behavior, and improving relationships and communication. The model represents a shift away from modifying behaviors and toward solving the problems that are causing that behavior. And the problem solving is collaborative and proactive rather than unilateral and reactive. It’s the future of school discipline…but it’s happening already in countless schools across the world.

Participants in this workshop will leave with an understanding of the underpinnings of the model, along with practical assessment and intervention tools that can be brought back to their schools.

Day One:
Key Themes
The Assessment of Lagging Skills and Unsolved Problems (ALSUP)
Practice and Feedback: Using the ALSUP
Overview of The Three Plans

Day Two:
Overview of Plan B
Plan B Video, Practice, and Feedback
Implementation in Schools and with Nonverbal Youth
Conclusion

At the conclusion of the workshop, participants will be able to:

• Describe how different explanations for and interpretations of challenging behavior in kids can lead to dramatically different approaches to intervention, and why conventional reward and punishment procedures may not be effective for many challenging kids.
• Identify and assess the various cognitive skills that are central to adaptively handling life’s social, emotional, and behavioral challenges
• Identify and prioritize unsolved problems precipitating challenging behavior
• Describe the three basic mechanisms by which adults handle unsolved problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each, and the three steps or “ingredients” of Plan B
• Describe how to effectively implement Plan B to solve problems, teach skills, and reduce the frequency and intensity of challenging behavior

*fee includes the book:  Lost & Found: Helping Behaviorally Challenging Students

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Ross W. Greene, Ph.D., is an American clinical child psychologist and the author of the books The Explosive ChildLost at SchoolLost and Found, and Raising Human Beings.” Dr. Greene is the developer of the research-based method now called Collaborative & Proactive Solutions.Read More