Calendar

Aug
7
Tue
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.

Oct
4
Thu
 Proficiency-Based Learning Boot Camp @ Hampton Inn & Conference Center
Oct 4 @ 9:00 am – 3:30 pm
 Proficiency-Based Learning Boot Camp @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated Facilitated by: Andrew Jones & Gabe Hamilton

Date:  October 4, 2018      Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included) 6 recertification hours

Includes book: Standards-Based Learning in Action: Moving from Theory to Practice (2018)

Target Audience:  Teachers of Grades 6-12 new to PBL

Description: Get up to speed with the “why”, “what”, and “how” of proficiency-based (PBL) practices. Regardless of the school or district policy in place, there are certain principles of practice that apply to any context. Whether you teach sixth grade or high school physics, this workshop will provide you with the key concepts and practices underpinning proficiency-based learning. Topics include: writing learning targets, leveraging formative assessments, providing effective feedback, making homework meaningful, designing summative assessments, structuring reassessment opportunities, using proficiency scales, and more. This workshop is particularly geared toward new teachers, however it is useful for any educator unfamiliar with the intricacies of proficiency-based learning.

Objectives:
• Understand the key principles and practices of proficiency-based learning
• Know how to align curriculum, instruction, and assessment with proficiencies
• Gain strategies for communicating the shift to PBL for students & parents
• Recognize the challenges and barriers to putting PBL into action in the classroom.

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Andrew Jones is the Director of Curriculum for Mill River School District. He has spent the last several years implementing proficiency-based learning in his science classroom at Mt. Abe, while also facilitating numerous workshops and courses on PBL both in Vermont and nationally.
Gabe Hamilton is the Proficiency-Based Learning Coordinator at Mount Abraham UHS. Prior to teaching in Vermont, Gabe taught for several years in Oregon and has worked throughout the state of Vermont leading workshops and teaching courses on proficiency-based learning.

Oct
9
Tue
The Art and Science of Grading @ Capitol Plaza
Oct 9 @ 9:00 am – 3:30 pm
The Art and Science of Grading @ Capitol Plaza | Montpelier | Vermont | United States

Facilitated Facilitated by: Andrew Jones & Gabe Hamilton

Date:  October 9, 2018      Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included) 6 recertification hours

Target Audience: K-12 Teachers, Instructional Coaches, Principals, Curriculum Leaders who want to implement proficiency-based grading

Grading is complex. Even with a school or district-based grading policy, the intricacies of assigning scores to assignments and assessments is tricky work. What assignments should you grade? What shouldn’t you grade? How do you ensure students complete assignments?

Ultimately, shifting from a culture of compliance to a culture of learning is no easy task. This workshop aims to provide strategies for putting proficiency-based grading practices into action. Topics that will be discussed include: zeros, extra credit, homework, calculations methods, midterms/finals, GPAs, weighting, aligning assessments with performance indicators and other grading nuances. Getting a grasp on the intricacies of classroom grading is a necessary step for effectively messaging the shift toward proficiency-based learning for both students and parents.

Objectives:
• To recognize grading practices that inhibit student learning
• To be able to apply equitable grading methods that support a culture of learning
• To clearly articulate the shift toward proficiency-based learning for all stakeholders

Art&ScienceGradingMontpelier2018
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Andrew Jones is the Director of Curriculum for Mill River School District. He has spent the last several years implementing proficiency-based learning in his science classroom at Mt. Abe, while also facilitating numerous workshops and courses on PBL both in Vermont and nationally.
Gabe Hamilton is the Proficiency-Based Learning Coordinator at Mount Abraham UHS. Prior to teaching in Vermont, Gabe taught for several years in Oregon and has worked throughout the state of Vermont leading workshops and teaching courses on proficiency-based learning.

Nov
7
Wed
Jim Knight-Designing High Impact Professional Development for High Impact Instruction @ Hampton Inn Conference Center
Nov 7 @ 9:00 am – Nov 8 @ 3:30 pm

A 2-day institute tailored for Vermont

Dates: November 7 & 8, 2018; 8:30 registration 9:00-3:30

*Includes 2-day institute, meals, Jim Knight’s book & materials: The Impact Cycle bundle and Instructional Coaching to Increase Engagement workbook

Target Audience: Instructional Coaches, Principals, Professional Developers, Curriculum Directors and other educational leaders

This two-day institute will take your leadership skillset to the next level. The teachers and faculty in schools that make a difference have meaningful dialogue, exciting professional learning opportunities and leaders who are connected to the school community. How can your presentations or teacher workshops inspire and deliver a powerful message? How can your work with teachers show them how to increase student engagement so that you have a high impact school?

Day 1: How to Create High Impact Presentations and Workshops
• Use effective design to develop your presentation
• Designing slide decks (Jim worked with the woman who created Al Gore’s slide deck for a presentation that lead to the Nobel Peace Prize.)
• Apply the learning to real life
• Powerfully deliver your message
• Connect with and read your audience and adapt!
• Keep the energy high throughout.
• Telling stories to bring the learning home.

Day 2: Engagement: What is it? Why is it important? How can we foster it?
Research is quite clear that when students are not engaged, they are more likely to drop out. Engagement is an equity issue. Whether teaching students, adults or each other, engagement matters.
• Why engagement is important for healthy relationships, happiness, and success
• What engagement is, and the difference between behavioral engagement, cognitive engagement, and affective engagement
• How different approaches to engagement can be measured through time on task, experience sampling, and student qualitative responses
• How positive relationships, thinking prompts, effective questions, cooperative learning, quality assignments, stories, and experiential learning can be used to increase engagement
• How the impact cycle can be used to help teachers set goals and implement teaching strategies that increase engagement

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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.