Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness
Date: May 14, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Includes: Resource Binder
Target Audience: All educators K-12
Although restorative practices have been used in schools in the U.S. for over 20 years, it has only recently experienced a big uptick in popularity. This is due in large part to the enthusiasm educators have brought to the movement based on the real, day-to-day benefits the practices bring to their lives. The dreaded task of “classroom management,” for example, transforms when we add structures for collaboration and processes to access student voice. Our stress decreases as we do things “with” students rather than “for” them or “to” them.
One of the most powerful things we can do to transform a school culture and climate is to shift the way we communicate that aligns with restorative principles, mindfulness, and trauma informed care. During our day together we will look at a model for restorative communication, share our own experiences, and practice what we’ve learned in real-life scenarios. Throughout the day we will explore how to use restorative communication to build relationships, respond to disruptive behavior, and collaborate in and out of the restorative circle process.
Achievable Outcomes:
- Examine and reflect on the theory and psychology that informs restorative communication.
- Learn and use the circle process to practice mindful presence and share our thoughts on restorative communication.
- Reflect on our own effective and ineffective default communication styles and those of the staff we work with.
- Explore and practice a mindfulness and trauma informed approach to restorative communication.
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.
Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness
with Bobby Riley, Principal Integrated Arts Academy (IAA), Burlington School District
Date: May 17, 2019 8:30 registration 9:00-3:30 light breakfast and lunch included
Includes: Resource Binder
Target Audience: All educators K-12, Leaders, Behavior Coaches and Planning Room Teachers
The “Zero Tolerance” policies put into place in the 1990s to combat school violence, blossomed into rigid exclusionary discipline policies for many different student behaviors from tobacco, weapon, and drug possession to vandalism and disrespect. While suspension and expulsion rates rose, the policies did not have the intended effect of making schools safer and more supportive places to learn. In fact, as stated in Vermont’s Agency of Education resource book on restorative practices, “Trying to achieve safe school environments that promote learning through compliance and exclusion have been ineffective and such efforts have disproportionately negatively affected specific populations that are typically marginalized”.
The current popularity of restorative practices in schools has risen up out of the need for an alternative to exclusionary discipline policies. From the VT AOE guide: “Restorative approaches promote social engagement and connection (1) proactively to build community and connection (Tier I), (2) when things go wrong and relationship need repair (Tier II), and (3) when an individual needs more intensive support to feel a sense of belonging (Tier III). Research shows a clear connection between outcomes and students’ sense of connection, belonging, and being part of the school community”. This workshop explores Tier 2 processes—how to respond to harm in schools in a variety of restorative ways.
Achievable Outcomes:
- Examine how we know we are ready for Tier 2 work—when to proceed, when not to and why.
- Explore what is the right process and why—restorative “chat” or conversation, circle, conference.
- Practice and debrief all of three processes.
About our Presenters: Annie O’Shaughnessy has taught since 1990 in public, alternative and therapeutic settings. She pursued her M.Ed. in Mindfulness for Educators in 2016 and has taught in multiple settings, both workshops and classes throughout Vermont. read more…
Bobby Riley is the principal of the Integrated Arts Academy (IAA), one of two magnet schools in Burlington, Vermont and is a passionate champion of PBIS, restorative practices, mindfulness, SEL and the power of the arts in transforming education.read more…
Instructor: Christian Courtemanche
Dates: June 24-27, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/3 and 11/5; 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
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.
Instructors: Megan Grube and Erin Oliver
Target Audience: Math Instructors and Interventionists Grades K-8
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
Instructors: Megan Grube and Erin Oliver
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.
Facilitated/Coached by Emily Rinkema and Stan Williams
Date: June 24 & 25, 2019 with an online follow up in August (prior to 8/9/2019
Hours: 8:30 registration 9:00-3:30 (lunch included) Recommended Text: The Standards-Based Classroom: Make Learning the GOAL.
Target Audience: School Teams interested in creating a strong standards-based learning environment
Using the foundational principles and guiding scales from the book The Standards-Based Classroom: Make Learning the Goal, teams of educators will set goals and work to create systems, structures, or strategies to improve learning in their classrooms, schools, or districts.
Facilitated and supported by long-time educators, proficiency-based coordinators, and authors Stan Williams and Emily Rinkema, these two days will be mostly work time. Teams of educators will communicate with the facilitators before arriving so that resources and support can be highly personalized based on team goals.
Teams may choose to work on one or more of the following targets to improve learning for student or adult learners, or may design their own targets based on individual needs:
· Develop course or unit KUDs to drive instruction and assessment.
· Create learning targets to articulate instructional goals.
· Develop instructional scales to drive instruction and assessment.
· Collaborate with special educators to improve learning for all.
· Design engaging summative assessments that provide reliable evidence of student achievement.
· Design formative assessment systems to support learning.
· Design instructional strategies to increase engagement and learning.
· Develop systems and strategies to more effectively differentiate.
· Develop systems for grading, tracking, and reporting that support learning
About our Presenters:
Emily Rinkema is a Proficiency-Based Learning Coordinator in the Champlain Valley School District in Vermont, spending half of her time supporting standards-based instruction and learning at the high school, and half supporting the middle schools……..
Stan Williams has taught and worked in the Champlain Valley School District for over twenty years. Currently, he is a Proficiency-Based Learning Coordinator for the district and spends his time supporting standards-based learning and instruction at the high school and the four district middle schools….
Instructor: Annie O’Shaughnessy Hybrid/Online course
Start Date: July 1 Face to Face Dates: July 8 – 12 9:00 am – 3:30 pm
Online Work: Intro/Prep 7/1 – 7/5 and 7/15 – 7/19
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.
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
Instructor: Beth Moore
Dates: July 1 – September 30, 2019 Location: Online at EDU 2.0
Target Audience: Grades K-5 Teachers, teachers who are newer to writing/reading workshop and will be using Writing Workshop and who have access to one complete grade level boxed set from the series Units of Study in Opinion, Information, and Narrative Writing: A Common Core Workshop Curriculum by Lucy Calkins et al (2013, Heinemann)
This course is designed to help teachers in grades K-5 establish writing workshop. This course will include the study of methods of teaching writing including writing workshop, minilessons, conferring, small group work, shared writing and interactive writing.
This course will use a combination of video clips, readings, samples of student work, creating practical lesson plans, and other engaging online resources to provide a very practical overview for teachers, especially those new to teaching writing workshop, or new to their grade level. Participants will also practice their own writing, drafting three main types of writing highlighted in the Common Core Standards: narrative, informational, and opinion/argument.
The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Reading Workshop with Beth Moore is running concurrently and should be registered for separately.
Note: Books not included, but access needed to take course.
Instructor: Beth Moore
Dates: July 1 – September 30, 2019 Location: Online at EDU 2.0
Target Audience: Grades K-5 Teachers,teachers who are newer to writing/reading workshop and will be using Reading Workshop and who have access to one complete grade level boxed set from the series Units of Study for Teaching Reading by Lucy Calkins et al (2015, Heinemann), including the accompanying trade book pack.
This course will be devoted to studying, planning for, and practicing various methods of reading instruction. Methods covered in this course will include:
· interactive read-aloud,
· explicit strategy instruction,
· independent reading,
· guided reading,
· shared reading, and
· phonics/word study.
These will be learned through a combination of related readings, video clips, analyzing samples of student work, and a range of other engaging online resources.
The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Writing Workshop with Beth Moore is running concurrently and should be registered for separately.
Note: Books not included, but access needed to take course.
Instructor: Michael Martin, Ed.D.
Dates: August 5 – 9, 2019 Time: 8:00 am – 3:00 pm
Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)
Target Audience: K- 12 Educators
Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.
Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers
Instructor: Hilary Kissel, M.Ed. and M.A.
Dates: August 12 – 16, 2019 Time: 8:30 am – 4:00 pm
Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers by Cyndi Giorgis and Frank Serafini and 
Learning Under the Influence of Language and Literature: Making the Most of Read-Alouds Across the Day by Lester Laminack and Reba M. Wadsworth
Target Audience: Grades 3-5 educators
Reading aloud to students often stops in the primary grades; but reading aloud is a powerful instructional tool for students in the upper elementary grades as well. Through the lens of the read-aloud, participants will learn about the specific elements of author’s craft, ways to help students think and talk about them, how these elements build from grade 3 to grade 5, and various resources, both print and digital, for finding text to investigate author’s craft. Both fiction and nonfiction will be discussed, and although the focus will be on the skills listed below, others may be included. Planning time for implementation of ideas in the classroom will be included in class time. Time will also be spent exploring the use of the read-aloud in grades 3-5, the importance of reading aloud to students in the intermediate grades, and how the read-aloud fits into the structure of the reading workshop and the school day.
Learning Outcomes:
1. Participants will become familiar with the reasons for, and research that supports, reading aloud to students.
2. Participants will become familiar with various types of read-alouds, including interactive read-alouds.
3. Participants will learn how to use picture books and novels to study author’s craft with students.
4. Participants will understand, and learn to facilitate, discussion and response to text about the following elements of author’s craft: form and organization, perspective, use of techniques to build suspense, and figurative language.
5. Participants will keep a reader’s notebook in which they will practice ways of responding to text.
6. Participants will build a 4 week plan for using read-alouds to explore author’s craft in their own classrooms which will include: specific read aloud lessons that facilitate discussion and response to text and help students build an understanding of author’s craft, a bibliography of read-aloud texts, a daily plan for using read-alouds, and a long-term plan for using read-alouds.
Syllabus-Reading-Aloud-to-Discover-Authors-Craft.pdf