Calendar

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
Math Menuflyer.18
Math Menuflyer.18
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Differentiation Math Menu Syllabus 2018
Differentiation Math Menu Syllabus 2018
Differentiation-Math-Menu-Syllabus-2018.pdf
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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.

Jun
26
Tue
Math for Struggling Learners-2018 @ CVEDC Classroom
Jun 26 – Jun 29 all-day
Math for Struggling Learners-2018 @ CVEDC Classroom | Colchester | Vermont | United States

Instructors: John R. Tapper  and Sandi Stanhope

Target Audience: Math Instructors and Interventionists Grades K-8


 June 26, 27, 28 & 29 2018    8:30 – 4:00 pm    plus 2 half day follow up meetings in the fall 9/17 and 11/15

MSL is a 3 credit course that answers the question: What can I do for the students in my class who have difficulty with mathematics? The techniques in this course have been used by hundreds of regular and special education teachers to understand – and then teach – the students in their classes who need support. The emphasis in MSL is to first gain a deep understanding of how a struggling student understands key concepts, and then to build an intervention to address her thinking. The course includes mathematical explorations, techniques for investigating student thinking, ways to build learner independence, and approaches for making instructional teams to implement interventions.

Course Objectives

  • Identify common barriers to learning mathematics and strategies to help learners overcome these barriers
  • Use whole class and individual assessment tools to identify particular learning struggles
  • Make sound instructional recommendations based on assessment gathered from a variety of sources.
  • Learn new instructional strategies for areas of mathematics that are particularly likely to cause struggles
  • Understand the underlying reasoning – additive, multiplicative, and proportional – that supports mathematical thinking in the elementary school
  • Be familiar and comfortable with a variety of alternative and/or student conceived algorithms for common problems involving number, especially related to fractions, decimals and percents

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

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MSL CVEDC 2018 Syllabus
MSL CVEDC 2018 Syllabus
MSL-CVEDC-2018-Syllabus.pdf
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Vermont Core Teaching Standards

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 4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard 5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
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.

 

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

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Course Full, waitlist available

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.

MindfulnessRPcourseflyersummer18
MindfulnessRPcourseflyersummer18
MindfulnessRPcourseflyersummer18.pdf
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Summer 2018 Syllabus Mindfulness & Restorative
Summer 2018 Syllabus Mindfulness & Restorative
Summer-2018-Syllabus-Mindfulness-Restorative.pdf
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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
6
Mon
Universal Design for Learning Course/Course Full-Waitlist available @ Montpelier High School
Aug 6 @ 8:00 am – Aug 10 @ 4:00 pm
Universal Design for Learning Course/Course Full-Waitlist available @ Montpelier High School | Montpelier | Vermont | United States

Instructor: Michael Martin, Ed.D.

Dates: August 6 – 10, 2018   Time: 8:00 am – 4:00 pm

Target Audience: K- 12 Educators

Universal Design for Learning (UDL) has been nationally recognized as best first instruction for all learners. The basic precept of UDL is to first remove barriers in learning environments before resorting to curriculum modifications and accommodations. UDL is a framework to advance equity because its research-based, learner-centered approach emphasizes engagement, access, and expression for all learners.
But as a classroom teacher, where to begin? This course will provide teachers with a foundational understanding of UDL and actionable strategies for making their classrooms more inclusive. Course participants will deepen their understanding of UDL through course readings, professional dialogue, peer observations, and classroom practice.
The goals of this course are:
• Exhibit a general understanding of the Universal Design for Learning (UDL) framework
• Use UDL Guidelines to implement classroom strategies for inclusion
• Make meaningful connections between UDL and current school initiatives (e.g., proficiency-based learning, personalization, Multi-Tiered System of Supports, English Learner programs)
 Includes the book: Novak, K. (2016) UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms 

UDLSummer2018
UDLSummer2018
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UDL Course Syllabus (Spring 2018)
UDL Course Syllabus (Spring 2018)
UDL-Course-Syllabus-Spring-2018.pdf
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Michael Martin, Ed.D. is the Director of Curriculum & Technology for Montpelier Public Schools and a Senior Associate with the Rowland Foundation. read more
Aug
7
Tue
OGAP Additive Reasoning/Course Full-Waitlist available @ CVEDC Classroom
Aug 7 – Aug 9 all-day
OGAP Additive Reasoning/Course Full-Waitlist available @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Karen Reinhardt and Christian Courtemanche

Course Full-Waitlist available

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.

OGAPAdditiveCVEDC Flyer
OGAPAdditiveCVEDC Flyer
OGAPAdditiveCVEDC-flyer.pdf
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Additive Reasoning In The Classroom 2018 Syllabus
Additive Reasoning In The Classroom 2018 Syllabus
Additive-Reasoning-in-the-Classroom-2018-Syllabus.pdf
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Intensive Small Group Intervention for Struggling Readers in Grades K-2 @ Allen Brook School
Aug 7 @ 9:00 am – Aug 9 @ 4:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades K-2 @ Allen Brook School | Williston | Vermont | United States

Instructor: Deb Boerner, RRTL

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

Plus 9 monthly sessions  Thursdays: 9/6, 10/4, 11/1, 12/6, 1/3, 2/7, 3/7 4/4, and 5/2  Time: 4:00-7:00 pm

Limit- 20 participants

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:

*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans

Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:

*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics

*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies

For questions contact: Deb Boerner dboerner@cvsdvt.org

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.

Aug
13
Mon
Framework-Based Professional Support and Supervision/Evaluation @ Lamoille South SU
Aug 13 @ 8:30 am – Aug 15 @ 2:00 pm
Framework-Based Professional Support and Supervision/Evaluation @ Lamoille South SU   | Morristown | Vermont | United States

Instructor: Valerie Sullivan, Ed.D

3 Graduate Credit Course includes face-to-face, practicum and blended learning


August 13-15, 2018 *Plus 30 hours of learning and applied Fall practicum

Hours: 8:30 am – 2:00 pm

Target Audience: Supervisors/Mentors/Principals and Aspiring Leaders using  the Charlotte Danielson Framework

The purpose of this course is to become familiar with Charlotte Danielson’s Enhancing Professional Practice:  A Framework for Teaching, and its use in the development of improved instructional practices and the resulting positive impact on student learning.  Application of the Framework as both a mentoring tool and supervision tool will be studied.

Objectives and Course Schedule
By course completion, participants will have an increased understanding of:
· August 13th Session:  Applications of Danielson’s Framework for models of mentoring and supervision/evaluation
· August 13th Session:  The development of a common language for talking about and assessing teaching
· August 14th Session:  Clear levels of performance for teacher assessment, with emphasis on reflection and self-assessment
· August 15th and Practicum:  Structured inquiries through which mentors or supervisors can guide beginning teachers in the development of essential professional skills
· August 15th and Practicum:  Observation, data collection, and facilitating conversations that promote self-inquiry, is strengths-based and focused on student outcomes

*Fall Learning and Practicum:  An additional 30 hours of learning and applied practicum during the fall semester.  Course content and material delivered as blended learning using Schoology. Practicum requires evidence of engaging in all aspects of the mentoring or supervision process, emphasizing professional reflection and self-evaluation.  All assignments, practicum evidence, and reflections must be completed by December 1, 2018.

Includes the book: Danielson, C.  2009. Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool

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Valerie Sullivan, Ed.D.
Sep
11
Tue
Leading Vermont Schools Cohort #5-Understanding the Principalship @ CVEDC Classroom
Sep 11 @ 9:00 am
Leading Vermont Schools Cohort #5-Understanding the Principalship @ CVEDC Classroom | Colchester | Vermont | United States

Instructor/Facilitator: Jay Nichols, Executive Director VPA 


Dates: September 11,  10/12, 11/15 and 12/14/18, 1/16, 2/11, 3/22, 4/8, 5/16 and 6/6/19

            9:00-3:30 (includes light breakfast and lunch)

Leading Vermont Schools Cohort #5

This Principal cohort will meet once a month to explore how effective principals deal with the multiple roles and responsibilities of a Vermont building leader, balancing the practical daily issues while impacting student learning. Vermont’s leading experts, such as our AOE’s Education Secretary, Education Finance Manager, Agency’s CFO, legal counsel Pietro Lynn and others will present to this cohort, giving these principals a personal connection to leaders in Vermont education.


Target Audience: Principals, particularly those in their first years in Vermont schools
Whether you are new to supervision and evaluation, new to Vermont education legislation, or need a clearer understanding of practical and important facets of building leadership, each session brings Vermont experts that will give you guidance and knowledge in:
• supervision & evaluation of teachers and support staff
• legal issues
• systems management
• fiscal management & budget development
• student management
• instructional leadership and curriculum and assessment
• effective procedural development
• community involvement
• student voice
• communication
• school safety

Books (included): The Prinicpal: Three Keys to Maximizing Impact by Michael Fullan and Leaders of Learning by Rick DuFour and Robert Marzano

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UNDERSTANDING THE PRINCIPALSHIP Syllabus
UNDERSTANDING THE PRINCIPALSHIP Syllabus
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