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  

Working With Math IEPflyer
Working With Math IEPflyer
Working-with-Math-IEPflyer.pdf
285.0 KiB
48 Downloads
Details

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
6
Mon
Jim Knight: Focus on Teaching – Using Video to Improve Professional Learning @ Hampton Inn Conference Center
Nov 6 – Nov 7 all-day

A 2-day Institute with Jim Knight
November 6 & 7, 2017

Dates: November 6 & 7, 2017; 8:30 registration 9:00-3:30 light breakfast and lunch included)

Target Audience: Intensive professional development for teachers, coaches, teams, and administrators

What is the purpose of this institute?

Video is the single greatest technological advancement educators have experienced since the invention of computers. Video is an inexpensive, easy-to-use, power tool for learning, that helps educators get a clear picture of reality, set goals, and monitor progress until those goals are met. Many teachers, coaches, and administrators who use video as a central part of their professional learning report that after using video, they can’t imagine professional learning that doesn’t involve video recording of lessons.

As video has become more affordable and portable, school districts across North America have begun to explore how to use the technology for improving teaching effectiveness. They are discovering how powerful video can be for self-reflection, coaching and teamwork. However, some are also discovering that when video is not implemented effectively, its impact will be significantly decreased. 

This institute, based on Jim Knight’s book Focus on Teaching: Using Video for High-Impact Instruction (2014), offers an intensive two-day exploration of how video can be used by teachers, instructional coaches, teams, and administrators. Anyone interested in making video a part of professional development should find this institute useful.

What content is included in this institute?

This institute will provide intensive professional development for teachers, coaches, teams, and administrators on the following topics.

The Power of Video: Why video is such an important and necessary tool for professional learning.

Getting Started with Video: How to implement guidelines for success to create a psychologically safe environment and how to address practical concerns that inevitably arise when getting started with video.

Instructional Coaches: How instructional coaches can use video to assist teachers as they get a clear picture of reality, set goals, and monitor progress toward goals. This part of the presentation will include a review of the Impact Cycle that stands at the heart of instructional coaching.

Teachers: How teachers can use video to coach themselves. This part of the presentation will include an introduction to many free tools that educators can use to analyze what is happening in their classrooms.

Teams: How teams can make video a central part of their collaborative learning. This part of the presentation includes a discussion of how teams can be designed to be psychologically safe. Discussion will also include different ways in which video to be used by teams to learn a practice, discuss common themes, like student engagement, or to provide team feedback to individual team members.

Principals:  How principals can set up and implement video-enhanced teacher evaluation and also strategies principals can employ to foster implementation.

How will this institute work?

This institute is designed to provide participants with an intensive learning experience so that they are ready to support the use of video in a variety of forms of professional development. To accomplish this, participants will learn the institute content through a combination of explanation by the presenter, small and large group discussion, practice, and planning.

Participants will:

  • identify their own beliefs about watching themselves on video, and how to decrease the fears that others may have about video recording themselves.
  • learn principles and practices that honor the professionalism of teachers and that lead to meaningful improvements for children.
  • learn about strategies and principles of action that foster the creation of psychologically safe environments for meaningful use of video.
  • hear suggestions on how to address practical concerns such as what kind of camera to use, where to point the camera, and why everyone should have a choice about whether or not they will record themselves.
  • learn procedures teachers, coaches, teams, and administrators can employ to use video effectively.
  • leave the session with many free tools that can be used with video to foster deeper professional learning.

Who should attend this institute?

The institute is appropriate for anyone who wants to learn how video can improve professional learning.

*Includes 2 day institute, meals, Jim Knight’s book: Focus on Teaching: Using Video to Improve Professional Learning and a toolkit containing many resources educators can use to foster better teaching for better learning.

FocusonTeachingflyer
FocusonTeachingflyer
FocusonTeachingflyer.pdf
318.2 KiB
52 Downloads
Details

knight2Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. He has spent more than a decade studying instructional coaching and has written several books on the topic, including Instructional Coaching: A Partnership Approach to Improving Instruction published by
Corwin and Learning Forward (2007). Knight co-authored Coaching Classroom Management. He also edited Coaching: Approaches and Perspectives.
Knight has authored articles on instructional coaching and school improvement in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, Kappan, and Teachers Teaching Teachers.
Several research projects directed by Knight include an IES-funded qualitative and quantitative assessment of coaching and Pathways to Success, a comprehensive, districtwide school reform project for the Topeka Public School District in Kansas. Knight also leads the coaching institutes and the Annual Instructional Coaching Conference offered by the University of Kansas.
Frequently asked to guide professional learning for instructional coaches, Knight has presented and consulted in more than 35 states, most Canadian provinces, and in Japan. He has a PhD in Education and has won several university teaching, innovation, and service awards. He also writes the popular radicallearners.com blog.

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
Math Menu Series Flyer V.2
Math-Menu-Series-flyer.v.2.pdf
146.0 KiB
17 Downloads
Details

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.

Dec
6
Wed
The Restorative Classroom: Using Circles and Restorative Communication to Improve Learning @ Hampton Inn & Conference Center
Dec 6 @ 9:00 am – 3:30 pm
The Restorative Classroom: Using Circles and Restorative Communication to Improve Learning @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness


Date: Wednesday December 6, 2017    8:30 registration  9:00-3:30 light breakfast and lunch included

Teachers do not to have wait for their school to fully implement RP in order to experience the powerful benefits in their classroom. In fact, the most effective full school implementations begin with a single teacher experiencing and then sharing out how RP transformed his or her classroom. We invite you to be that teacher!

In this experiential and informative workshop, participants will learn the concepts, practices and techniques to begin building a stronger learning community right away. Participants will:

● Learn the theory and structure of how Tier 1 Restorative Practices work to create safe, collaborative and supportive learning environments (with special consideration of the challenges disruptive students present.)
● Explore and reflect on the basic assumptions and beliefs of Restorative Practices and how to make them more explicit in our classrooms.
● Practice restorative communication skills to prevent escalation and build collaborative relationships with students, parents and colleagues.
● Learn and practice ways to regulate their own and student’s energy throughout the day.
● Learn and practice ways to weave fun connection activities into daily routines.
● Experience a community building circle and design your own.
● Learn 7 things a teacher can do to make their Tier 1 circles more effective.

There are many reasons why we need schools to be implementing Restorative Practices, but this seminar is inspired by the great and urgent need for students to become active, engaged citizens who value community, know how to listen empathetically, and can communicate effectively with presence and heart. Please join other dedicated educators for an inspiring day of learning and fun!

*Includes a resource binder!

RestorativeClassroom
RestorativeClassroom
RestorativeClassroom.pdf
185.1 KiB
121 Downloads
Details

About our Presenter: Annie O’Shaughnessy has an M.Ed in Mindfulness for Educators, Level I & II Training in Modern Mindfulness, Level 1 & 2 Restorative Justice, CircleWork Leadership Training and Restorative Justice Summer Institute and has taught Mindfulness, Restorative Practices and Rites of Passage to K12 Educators.

RestorativeClassroom
RestorativeClassroom
RestorativeClassroom.pdf
185.1 KiB
121 Downloads
Details
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

LeadingPBL Flyer
LeadingPBL Flyer
LeadingPBL-flyer.pdf
404.8 KiB
9 Downloads
Details

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.

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.
  • Globalcitizenflyer
    Globalcitizenflyer
    globalcitizenflyer.pdf
    320.3 KiB
    8 Downloads
    Details
 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…
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. 

NGSS-Aligned Assessmentsflyer
NGSS-Aligned Assessmentsflyer
NGSS-Aligned-Assessmentsflyer.pdf
771.0 KiB
21 Downloads
Details

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 @ Doubletree Conference Center
Mar 14 – Mar 15 all-day

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

Facilitated by Dr. Kathy Swan

Dates: March 14 & 15, 2018; 8:30 registration 9:00-3:30 (light breakfast and lunch included)

 

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

 

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…
Apr
5
Thu
Dr. Ross Greene: Advanced Training in Collaborative & Proactive Solutions @ Doubletree Conference Center
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)

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

RossGreene2018flyer
RossGreene2018flyer
RossGreene2018flyer.pdf
786.2 KiB
43 Downloads
Details

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