Calendar

Oct
23
Mon
Working with Math for Students on IEPs @ Hampton Inn and Conference Center
Oct 23 @ 8:30 am – Oct 24 @ 3:30 pm
Working with Math for Students on IEPs @ Hampton Inn and Conference Center | Colchester | Vermont | United States

A 2 Day Workshop with John Tapper, Ph.D. and Karen Reinhardt

Target Audience: Special Educators, Math Interventionists


Dates: October 23 & 24, 2017; 8:30 am registration; 9 – 3:30 pm

Using key components of his book Solving for Why and his work with the All Learners Project, John Tapper will present a sensible and effective approach for serving students who are on Individual Education Plans for Math (K-8). The approach outlined in this workshop includes:

· How to write IEPs using a trajectory of High Leverage Concepts to focus instruction
· Using High Leverage Concepts to target instruction on the most important math understanding
· Conducting Clinical Interviews to determine student thinking and design intervention that works
· Working with classroom teachers to design Menu activities for students below grade level
· Helping parents to understand the needs of their children in math
Participants will leave with new skills they can put into practice in the new school year for more successful work with students on IEPs who struggle with math.

Dr. John Tapper is an associate professor of elementary education at the University of Hartford and teaches courses in mathematics, mathematics education, and science education. His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author of this course’s text.

includes book: Solving for Why: Understanding, Assessing and Teaching Students Who Struggle with Mathematics K-8 by John Tapper  

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Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.

Nov
14
Tue
All Learners Project Seminar Series @ CVEDC Classroom
Nov 14 @ 12:00 pm – 3:00 pm
All Learners Project Seminar Series @ CVEDC Classroom | Colchester | Vermont | United States

All Learners Program Descriptions – 2017


Initial Meetings:   

MS Cohort- Nov 14, 2017  Time: 12 – 3       

Elementary Coaches Cohort- Nov  , 2017  Time:     

Special Ed. Group (virtual only) starting November

All Remaining sessions will be decided at the meetings for a minimum of 5 sessions per group.

*Note:  October meetings for informational purposes are optional and include:  MS October 10 and Elem October 26

To Register,  please e-mail info@cvedcvt.org with the information below for each member of your full team. Please indicate the group or groups that each member will be attending.

Name

District/School

E-mail address

Group(s) Attending: Elementary Coaches Cohort, MS Group, Special Ed. Group

Purchase Order #: if this is not available yet please enter “pending”

Cost: To cover the cost of facilitators and facilities, we are asking districts who participate to contribute to the project based on the following payment schedule:

# of participants 1-3 4-6 More than 6
Cost $1,200 $1,500 $1,800

This is the total cost per district/school per year. If a district would like to participate but does not have funds available, please contact John john.r.tapper@gmail.com  to see if arrangements can be made.

Descriptions:
The All Learners Project (ALP) is a group of teachers, coaches, administrators and a person or two from higher education, who are dedicated to the proposition that all students can learn math. While we acknowledge the importance of cultivating a growth mindset to support students, we also feel that there is more pedagogical work to be done. We believe there is specialized instruction that makes math learning more available for children who have tended to be less successful with math. Included in our approach is a deep understanding of relevant math content, a consistent, informed use of formative assessment (such as CRAs and/or Formative Probes), the use of both inclusion and differentiation approaches (often using Math Menu or Math Workshop), and an emphasis on understanding student thinking (rather than making students understand teacher thinking) as the basis for learning.
Another key component of ALP is the use of design engineering to constantly improve instruction. Participants in ALP investigate a variety of instructional approaches to answer specific pedagogical questions related to the central ALP goal – success for all learners. Sometimes these investigations are about trying new settings or formats within the lesson. Sometimes they are about testing approaches to create deeper or more meaningful participation by everyone. There is always a question to investigate and the results are shared within our group.
The Elementary Coaches Cohort will include new schools or districts that wish to build an ALP program using materials/techniques such as Formative Probes, Math Menu, or Clinical Interviews. This cohort with be built from coaches at participating schools. The Middle School Group is a new group that will be made up of middle school math teachers from Vermont, Maine, and Maryland. This group will take the High Leverage Concepts approach – along with investigations around Math Menu – into the middle grades. Finally, The Special Education Subgroup is a group that will be made up of teams of educators (SpEd, classroom, paraprofessional). This group will investigate a variety of methods for creating greater equity and success for students on IEPs.
How you can participate
Schools or districts can decide to participate in one or more groups (see cost schedule below). There are requirements for membership in each of the groups. Participation means that teachers (or coaches) will be involved in group meetings once each month for three hours. In addition, all participants will investigate pedagogy and report their findings back to the group. An important component of the All Learners Project is a rapid cycle of continuous improvement. We attend to this through our monthly meetings. At the end of the year, teachers and coaches will be invited to share important findings at a yearly conference (more on this later).
ALP is a grassroots organization. It is not funded by any large federal grants and represents a true educational collective. We have organized the groups with specific requirements (see below). To participate, districts will provide appropriate group members (coaches, or middle school teachers or SpEd teams) to participate in monthly online meetings. These meetings will include professional development, work on pedagogy investigations, and sharing of findings in the field. The meetings will run about three hours each month and continue throughout the school year. We will set a date for each meeting, but we understand that schedules are difficult to coordinate. In the event that your group can’t make the scheduled meeting, we will arrange to meet with you at a more convenient time. While the benefits of having everyone together are important, we understand that this is not always possible.

Elementary Coaches Cohort (C1)
The Elementary Coaches Cohort (C1) is open to math coaches who will help organize and support math instruction for all learners at their schools. This group will learn how to organize and run weekly PLC meetings to support teacher use of formative assessment. They will deliver and interpret the High Leverage Assessments, learn to use Formative Probes, and help teachers implement Math Menu. Many coaches have already done some work with Math for Struggling Learners or with the Ongoing Assessment Project. For those who have not, information and coaching will be provided.
The goal for this group is to help coaches move their schools toward 100% of students demonstrating understanding of High Leverage Concepts – those concepts that are key learning at a grade level and predict success in the next grade. Schools/districts that complete C1 will be eligible to join the Continuing Cohort the following year.

Middle School Group
In response to requests from middle school teachers ALP is starting up a new Middle School Teachers group this fall. As most middle schools do not use instructional coaches, and as many MS teachers are content specialists, this group will be comprised of MS math teachers from all three states in the project. PD in this group will focus on remediation with fractions and proportional reasoning.
The goals for the Middle School Group are to investigate the implementation of Math Menu at the middle level. This group is also charged with creating a workable set of High Leverage Concepts for grades 6-8. The meetings will include some previous work done last year with new perspectives from members in Maryland and Maine.

Special Education Subgroup
The Special Education Subgroup is an offshoot of the original All Learners team that is digging into one of the core issues around math learning. We say (a lot) that “All means all” and teachers have put serious efforts into realizing the goal of access and high performance for every student, even in the first year.
During the first year of the project, teachers have learned how to differentiate mathematics practice and reflection during Math Menu (or “Menu Lesson” as our Maryland colleagues call it). Now we have begun to grapple with how to meaningfully include students with severe learning challenges in our full group main lesson. The Subgroup is tasked with exploring techniques for productive discourse and inclusion for students on IEPs. Several of us believe that the in-the-field research we do on this topic will have implications for the Main Lesson for all of us.
A second, and equally important, goal for the Subgroup is to explore the ways that Special Educators, Classroom teachers, and paraprofessionals can work together to support all learners. To do this, we’re asking school/districts that participate to send teams: Special educator – classroom teacher – paraprofessional, to monthly meetings.

Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.

Nov
30
Thu
Math Menu for Teams-3 Day Workshop Series-NEW Starting Later! @ Hampton Inn and Conference Center
Nov 30 @ 9:00 am
Math Menu for Teams-3 Day Workshop Series-NEW Starting Later! @ Hampton Inn and Conference Center | Colchester | Vermont | United States

Facilitated by: Christian Courtemanche

Dates: NEW Starting Later! November 30, 2017, January 12 and February 13, 2018

8:30 registration, 9:00-3:00 (all), 3:00-4:00 (coaches) breakfast and lunch included

Target Audience: Grades K-6 educators & coaches and school/district-based teams (both those new and experienced with Math Menu) interested in adopting or fine-tuning a menu model of differentiation to meet the needs of all learners

Participants will be guided through how the math menu differentiation approach can connect with and augment the programs and practices already in place in classrooms. A portion of each session will be facilitated in a menu format and include an additional learning opportunity for coaches or lead-teachers at the end of each day.

Explorations will include:
· Reframing tier I math instruction in order to meet the ongoing range of instructional needs
· Orienting to a small group menu structure for a portion of your math block
· Mapping concepts to stations; managing a ‘centers’ approach
· Using formative assessment to plan for and facilitate guided math groups
· Supporting students who excel in math with targeted instruction; maximizing time and resources for students who struggle

COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the menu approach to a more systematic implementation. Explorations will include: creating a vision and timeline for school-/district-wide implementation, supporting teachers who are just getting started, connecting menu to formative assessment and data-team PLC systems, and using observation templates and implementation rubrics.

Book: Guided Math in Action K5 by Dr. Nicki Newton 

Math Menu Series Flyer V.2
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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.

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.

SImplifyingFractionsflyerspring18
SImplifyingFractionsflyerspring18
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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
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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    Globalcitizenflyer
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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…