Calendar

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; 8:00 registration 8:30-3:30 (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

Jun
25
Mon
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom
Jun 25 – Jun 28 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 25-28, 2018; 8:00 am – 4:00 pm plus 2 follow up classes 10/4 and 11/6; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?

Texts:

  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
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Differentiation Math Menu Syllabus 2018
Differentiation Math Menu Syllabus 2018
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Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
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 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
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.

Jul
5
Thu
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018 @ CVEDC Classroom
Jul 5 all-day
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018 @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Start Date:  July 5    Face to Face Dates:   July 12, 13, 16, 17, 18, 2018    9:00 am – 3:30 pm  End Date: July 25, 2018

Online Work:7/5-7/11  and  7/19-7/25

Target Audience: Educators, therapists & helping professionals

In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing a vital 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 participant’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 collaborative reflective practice, looking closely at our teaching lives.

Participants will:
· Review research on the effect of mindful awareness activities and restorative practices (RP) on classroom learning, executive functioning & behavior and teacher/counselor wellness.
· Use mindful investigation and analysis to improve teaching practice
· Design & implement mindfulness activities that are developmentally appropriate and feel authentic to the teacher.
· Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
· Explore how RP can be woven into content instruction

Includes book: Rechtschaffen, D. (2014). ​The Way of Mindful Education: ​Cultivating Well-Being in Teachers and Students and Riestenberg, N. (2012). Students & Circle in the Square: Building Community and Repairing Harm in School.

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Summer 2018 Syllabus Mindfulness & Restorative
Summer 2018 Syllabus Mindfulness & Restorative
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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

About the Presenter: Annie O’Shaughnessy

Aug
7
Tue
OGAP Additive Reasoning @ CVEDC Classroom
Aug 7 – Aug 9 all-day
OGAP Additive Reasoning @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Karen Reinhardt and Christian Courtemanche

Dates:    August 7 – 9, 2018  Time: 8:00am – 4:00 pm

Sept. 28:  Nov. 16:   Jan. 11:  Feb 15:  Time: 3 – 7 pm

*Participants must register as a team of 2 or more from a school       ** Optional 3 graduate credits-St. Mike’s**

Target Audience: K-3 Classroom teachers, interventionists and special educators

The Ongoing Assessment Project (OGAP) for Additive Reasoning is a systematic and intentional formative assessment system in mathematics based on mathematics education research on how students learn additive concepts, common errors students make, and preconceptions or misconceptions that may interfere with learning new concepts or solving related problems.

The system involves using the OGAP Additive Framework/Learning progression and other OGAP processes, together with knowledge related to the teaching and learning of additive concepts and skills to implement a continuous and intentional system of instruction, probing with instructionally embedded questions, and analysis of evidence in student work to make timely instructional modifications.

Evidence from OGAP work with hundreds of OGAP teachers has shown that utilizing the knowledge from the professional development is best solidified as teachers use this knowledge with students and that seems to happen best when teachers are supported on an ongoing basis through a system like PLCs.

OGAP Additive Reasoning professional development consists of 3 full day and 4 half day sessions organized around mathematics content, mathematics education research, and evidence in student work and instructional decision-making using formative assessment and learning progressions. Throughout the training, participants will learn how to use the OGAP Additive Framework and OGAP Additive Item Bank with their students to enhance the use of their current program materials and the CCSSM. Participants will be expected to bring student work from their classrooms/schools to days 3-7 of the training.

Facilitator biographies can be found on our website under the “About” tab.

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Sep
26
Wed
The Innovator’s Mindset with George Couros @ Trader Duke’s Hotel, formerly DoubleTree
Sep 26 @ 9:00 am – 3:30 pm

Target Audience: Principals and other educational leaders

Dates: September 26, 2018; 8:30 am registration; 9-3:30 pm

Carol Dweck’s work has focused on the ideas of “fixed” and “growth” mindset, yet educators will need to go a step further with these notions to create the learning opportunities that our students and schools deserve. We need to focus not only on what we know, but what we do with what we know.
In this workshop, George will discuss the idea and characteristics of “The Innovator’s Mindset” (as discussed in the book of the same title and is included in this workshop). He’ll share powerful examples on why this is so crucial for all educators. This full day workshop is meant for leaders to help others within their organization not only accept change, but embrace it, to create better powerful learning opportunities for our learners. It is not focused on the “how to” of technology, but is more focused on the conversations that will help staff move forward in a way that they will be excited yet feel supported in their journey.
George’s presentations are known to be emotional, humorous, all while pushing your thinking. They will definitely connect to your heart first, in a way that will last with you long after this day. He will start the day with an inspiring talk and then have an open reflection break, allowing participants to share their needs for the day and giving him the opportunity to personalize the rest of the day for Vermont’s leaders.

* Includes meals and the book: Couros: The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity                                      

 This workshop is a collaborative effort between CVEDC, the Vermont Principals’ Association and Vermont ASCD. We are proud to bring this dynamic speaker and educational leader here to Vermont.

 

 

 

George Couros is a leading educator in the area of innovative leadership, teaching, and learning. He has worked with all levels of school–from K-12 as a teacher and technology facilitator, school and district administrator, and is the author of the book “The Innovator’s Mindset; Empower Learning, Unleash Talent, and Lead a Culture of Creativity.” see more…