Calendar

Jun
26
Tue
Evidence-Based Reading Instruction June 26 and Evidence-Based Reading/Writing Oct 11 @ Hampton Inn & Conference Center
Jun 26 @ 9:00 am
Evidence-Based Reading Instruction June 26 and Evidence-Based Reading/Writing Oct 11 @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Creating a Do-able System for Acting on Real-Time Learning Feedback and Workable Interventions

 


2  Workshop Option    Dates: June 26 and October 11, 2018  

Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included)(12 hours recertification hours)

Target Audience: Grades K-5 Classroom Teachers & Special Educators

June – In this day-long session we will investigate multiple ways to integrate assessment with instruction in a variety of ways. Instead of stopping instruction to do assessments (unit tests, SBAC, etc.), we will explore ways to embed assessment within instruction. The assessment information that we will collect will give immediate feedback on our instruction and give valuable information on “next steps”.

Participants will:
· Review the various types of assessments and their uses regarding reading instruction
· Explore this model of embedding assessment into instruction
· Consider this model within the current year-long assessment plan that each educator works with
· Make a plan for implementing some of these embedded assessment tasks at the beginning of the next school year
· Explore possibilities for capturing student learning
· Create instructional plans for groups of students.

October – During this second session, we will review our learning goals and then dive into this concept of embedding assessment into instruction in order to gather the information we need to plan focused instruction.

At this point in the school year, participants should have several samples of student work. We will use these documents to practice how to glean information that can be used to make instructional decisions. We’ll do this as a whole group and then participants will have the opportunity to use their own students’ work to plan specific instruction. They can use their own local learning goals to accomplish this goal.

Planning sheets and other useful documents will be shared and discussed.

There will be an online #twitterchat between the two sessions. Participants can discuss strategies being tried and will create a supportive community to maintain the dialogue.

1 full recertification credit if both the June and October sessions with additional online hours (such as #Twitter Chat)

Day 1 June registration link

Day 2 October registration link

Evidence-Based Reading Instruction: Weaving Evidence-Based Decisions into Your Reading Instruction @ Hampton Inn & Conference Center
Jun 26 @ 9:00 am – 3:30 pm
Evidence-Based Reading Instruction: Weaving Evidence-Based Decisions into Your Reading Instruction @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Creating a Do-able System for Acting on Real-Time Learning Feedback and Workable Interventions-Day 1 

Facilitated by: Beth Moore, Literacy Consultant

 Date: June 26, 2018

Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included)(6 hours recertification hours)

Target Audience: Grades K-5 Classroom Teachers & Special Educators

In this day-long session we will investigate multiple ways to integrate assessment with instruction in a variety of ways. Instead of stopping instruction to do assessments (unit tests, SBAC, etc.), we will explore ways to embed assessment within instruction. The assessment information that we will collect will give immediate feedback on our instruction and give valuable information on “next steps”.

Participants will:
· Review the various types of assessments and their uses regarding reading instruction
· Explore this model of embedding assessment into instruction
· Consider this model within the current year-long assessment plan that each educator works with
· Make a plan for implementing some of these embedded assessment tasks at the beginning of the next school year
· Explore possibilities for capturing student learning
· Create instructional plans for groups of students.

There will be a second (and possibly third) session on this topic in October 2018. During that session participants will bring student work (record of oral reading; sight word lists, samples of student writing, etc.) We will use these artifacts to make decisions about next instructional moves for different groups of students. How much reteaching is needed for how many students?

We will share strategies for capturing student work, including their gains as well as their next steps.

Materials will be included.

1 full recertification credit if this is combined with the October session and additional online hours (such as #Twitter Chat)

October’s Evidence-Based Reading/Writing registration

Registration link to both workshops

 

Aug
1
Wed
The Next Step in Guided Reading/2nd Workshop Added! @ Allen Brook School
Aug 1 @ 9:00 am – 4:00 pm

2nd Workshop Added!

Instructor: Deb Boerner, RRTL


 Date: August 1, 2018

Hours: 9:00am – 4:00 pm (6 hours PD)     Limit- 20 participants

Target Audience: Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers

Teachers facing the challenge of meeting the diverse needs of students will find the structure and tools they need in Jan Richardson’s powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Best of all, Richardson provides detailed lessons for reads at all grade levels and at all reading stages from emergent through proficient.

The Next Step Guided Reading is a guide to teaching guided reading across all grade levels using the following four elements:

· Analyzing reading assessments to identify an instructional focus
· Prompting students to use reading strategies when they encounter difficulties
· Teaching skills that are necessary and appropriate for a specific reading stage
· Utilizing guided writing to support and accelerate the reading process                                                                                              
   

“I highly recommend this book to anyone who wants/needs a set of structured guidelines and a continuum to help withguided reading groups.  Great  for both veteran teachers and teachers just beginning.” –Review from a reading specialist

Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08.  I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont.  As a Reading Recovery teacher, I continue to work with children on a daily basis.  Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.

For questions contact: Deb Boerner dboerner@cvsdvt.org

Aug
2
Thu
The Next Step in Guided Reading/Workshop Full @ Allen Brook School
Aug 2 @ 9:00 am – 4:00 pm

Workshop Full,Additional Workshop added August 1

Instructor: Deb Boerner, RRTL


 Date: August 2, 2018

Hours: 9:00am – 4:00 pm (6 hours PD)     Limit- 20 participants

Target Audience: Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers

Teachers facing the challenge of meeting the diverse needs of students will find the structure and tools they need in Jan Richardson’s powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Best of all, Richardson provides detailed lessons for reads at all grade levels and at all reading stages from emergent through proficient.

The Next Step Guided Reading is a guide to teaching guided reading across all grade levels using the following four elements:

· Analyzing reading assessments to identify an instructional focus
· Prompting students to use reading strategies when they encounter difficulties
· Teaching skills that are necessary and appropriate for a specific reading stage
· Utilizing guided writing to support and accelerate the reading process                                                                                              
   

“I highly recommend this book to anyone who wants/needs a set of structured guidelines and a continuum to help withguided reading groups.  Great  for both veteran teachers and teachers just beginning.” –Review from a reading specialist

Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08.  I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont.  As a Reading Recovery teacher, I continue to work with children on a daily basis.  Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.

For questions contact: Deb Boerner dboerner@cvsdvt.org

Aug
14
Tue
Level Up Your Reading Conferences @ CVEDC Classroom
Aug 14 @ 9:00 am – 3:30 pm
Level Up Your Reading Conferences @ CVEDC Classroom | Colchester | Vermont | United States

Understanding Your Readers and How Characteristics of Text Levels Can be Used in K-8 Conferences

Facilitated by:Pam Foust and Sarah Miller


Date: August 14, 2018

Hours:  9:00-3:30 light( lunch included)(6.5 hours recertification hours)

Cost: Includes lunch AND the book: Fountas and Pinnell: Literacy Continuum ($75). If you already have text, the price is $175 members/ $200 non-members. 

Participants should bring: 5-10 books they are familiar with and represent the range their class would typically read and  a  laptop or other connectivity device.

Target Audience: K-8 teachers

Anyone who teaches reading understands that no two readers are exactly the same – and that’s why we teach the reader, not the reading.  In our day-long workshop for K-8 teachers, we’ll develop the foundations and strategies to both better understand the readers in our classrooms and the ways in which text levels provide valuable insight.  Rather than focusing on text levels as labels, we’ll consider how these levels can inform our conferences in a practical way that can help readers grow.

Our work together will include:
– understanding text levels
– becoming familiar with the current thinking about text levels
– creating conferring tools that are tailored with text levels in mind
– developing conferring questions that will support readers in their growth

Morning
· Introduction to text levels
· Jigsaw articles on text levels
· Mine texts for characteristics of that level

Afternoon
· Introduction to conferring
· Video
· Conferring Toolkits
· Share and self-reflection, next steps, feedback

Level Upflyer
Level Upflyer
level-upflyer.pdf
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Details

About the Facilitators:
Pam Foust has had many roles in CESU from multiage classroom teacher, literacy curriculum leader and coach, to coordinating a mentoring program for beginning teachers. read more
Sarah Miller has experience as an ELA and Social Studies teacher in grades 7 and 8. Currently, she is a literacy coach and facilitates professional development with a focus on the Reading and Writing Workshop model. read more

Oct
11
Thu
Evidence-Based Reading/Writing Instruction: 2nd workshop @ Hampton Inn & Conference Center
Oct 11 @ 9:00 am – 3:30 pm
Evidence-Based Reading/Writing Instruction:  2nd workshop @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Creating a Do-able System for Acting on Real-Time Learning Feedback and Workable Interventions-Day 2

 


2nd Workshop ONLY  Date: October 11, 2018

Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included)(6 hours recertification hours)

Target Audience: Grades K-5 Classroom Teachers & Special Educators

During this second session, we will review our learning goals and then dive into this concept of embedding assessment into instruction in order to gather the information we need to plan focused instruction.

At this point in the school year, participants should have several samples of student work. We will use these documents to practice how to glean information that can be used to make instructional decisions. We’ll do this as a whole group and then participants will have the opportunity to use their own students’ work to plan specific instruction. They can use their own local learning goals to accomplish this goal.

Planning sheets and other useful documents will be shared and discussed.

There will be an online #twitterchat between the two sessions. Participants can discuss strategies being tried and will create a supportive community to maintain the dialogue.

1 full recertification credit (15 hours) if this is combined with the June session and additional online hours (TBD #Twitter Chat)

Other ways to register –  Register for June only or Both

June Evidence Based Reading Workshop only registration link

BOTH Reading and Reading/Writing  Workshop registration link