2012 2013 professional learning opportunities · 2012 – 2013 professional learning opportunities...

2012 – 2013 PROFESSIONAL LEARNING

OPPORTUNITIES

Jonathan P. Raymond

Superintendent

Academic Office

Dr. Olivine Roberts, Chief Academic Officer

Dr. Iris Taylor, Assistant Superintendent

of Curriculum & Instruction

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Table of Contents

Acknowledgements .............................................................................. 3

Letter from the Superintendent ............................................................ 4

Chief Academic Officer Foreword ......................................................... 5

Letter from the Assistant Superintendent, C&I ..................................... 6

Expectations ......................................................................................... 7

Registration Information ....................................................................... 8

Assessments ......................................................................................... 10

Child Development ............................................................................... 21

Common Core ....................................................................................... 31

Counselors……………………………….. .......................................................... 38

English Language Learners .................................................................... 41

Equity .................................................................................................... 43

Family and Community Engagement (FACE) ......................................... 46

Gifted and Talented Education/Advanced Placement ........................... 51

Health ................................................................................................... 57

Instructional Practices........................................................................... 59

Instructional Technology ....................................................................... 61

Leadership ............................................................................................ 64

Linked Learning/CTE ............................................................................. 68

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Literacy ................................................................................................. 75

Mathematics…………………………………………………………………………………….. . 86

Physical Education ................................................................................ 90

School Culture and Climate ................................................................... 103

Special Education .................................................................................. 105

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Acknowledgements

Special thanks and appreciation to the awesome team in the Academic Office who

contributed to the development of this project and/or other professional

development opportunities for teachers and administrators.

Particular thanks to the Principals Curriculum Committee for its invaluable input and feedback, outstanding cooperation and support toward the

development of this catalog.

Many thanks to our principals for their unwavering support of the many

professional development opportunities offered that will ultimately improve

teaching and learning.

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Just as each fall brings to our doors a new group of kindergarteners excited and eager to learn,

each school year offers all of us at Sacramento City Unified School District fresh opportunities

to expand our skills and knowledge base and grow as caring, professional educators.

This dedication to improvement lies at the heart of this district. We cannot be satisfied that

good is good enough. Complacency and an acceptance of the status quo do a disservice to the

students and families we serve. There must be a focus on systemic excellence. Our goal must be

to get better.

Our roadmap for achieving this goal is Strategic Plan 2010-2014: Putting Children First. The plan

is built on three foundational pillars: Career- and College-Ready Students; Family and

Community Engagement; and Organizational Transformation. These pillars both anchor our

decisions and propel us forward as we accelerate our rate of change to keep pace with a rapidly

evolving world. With this plan, we make a commitment to replicating successful strategies and

implementing research-driven new ideas.

I hope you are challenged and inspired by our professional development offerings, just as you

challenge and inspire our students. As you know, there is nothing more satisfying to the soul

than knowing that you have given your all to a difficult task.

Thank you for all you do to put children first.

Sincerely,

Jonathan P. Raymond Superintendent

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From the Desk of Dr. Olivine Roberts Chief Academic Officer

“Engaging in Professional Learning”

In order to prepare our students for the higher demands of college and careers today

and in the future, it is essential that Sacramento City Unified School District afford our

administrators and teachers the opportunity to engage in continuous professional

learning.

Consequently, the Academic Office, Office of Accountability and Family and Community

Engagement Office have generated a high quality professional learning program resulting

from needs assessments and analysis of student learning. The sessions focus on specific

content, are ongoing with follow-up opportunities, model effective practices, and use

assessments to guide and monitor progress. The learning opportunities presented

throughout the program intentionally connect to key aspect of school practice: thinking

curriculum, intentional instructional practices, assessment for learning, and lesson

design.

The program is designed to cultivate and enhance a culture of collaborative learning

through which administrators and teachers engage in inquiry, expand their capacity, as

well as expand their repertoire of instructional practices. As a result of participating in

the program, both administrators and teachers will promote and foster a community of

learners in which not only one’s individual knowledge is enriched, but the district as a

whole is enhanced, and student learning is positively impacted.

Regards,

Olivine Roberts, Ed.D. Chief Academic Officer

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The illiterate of the 21st Century will not be those who cannot read and write, but those who

cannot learn, unlearn, and relearn

Alvin Toffler

Now more than ever, the ability to engage in continuous learning, unlearning, and relearning is

vital for thriving in the ever changing world that is the 21st Century. This is the world that we

are preparing SCUSD students to inhabit. To ensure their preparedness, we must seamlessly

weave this model of continuous learning into the fabric of our personal and professional lives.

The professional learning offerings outlined here are thoughtfully designed to provide a host of

opportunities for us to continue in the process of becoming the literate persons described by

Alvin Toffler. We have put together a variety of selections that we think will appeal to each of

you. These sessions reflect the research-based model of professional learning we know is

needed to bring about lasting and impactful change. The sessions engage educators in

collaborative, inquiry-oriented learning over time.

We encourage you to take advantage of these professional learning opportunities and invite

you to participate with a friend. Learning is always more enjoyable when we have someone

who shares the experience. We look forward to the new school year and the opportunity to

learn, unlearn, and relearn with you!

Iris Taylor, Ed.D

Assistant Superintendent, Curriculum and Instruction

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Expectations of Individual Participants / Site Participation when

selecting professional development:

1) Sites are encouraged to send a team of teachers (minimum of

two).

2) All professional development is offered as a series, participants will attend all sessions of selected professional development within the series.

3) Participants will receive coaching and feedback.

4) Participants will build capacity of site staff.

5) Common Planning Time (CPT) Hours Will Not Be Provided for

These Sessions.

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To Register for a Course:

1. Log on to ero.eschoolsolutions.com or call the toll-free telephone number below. The Organization ID #: 14906

2. Enter your User ID #: (can be found on your pay check stub on the top left corner under “Employee ID” or see your Office Manager) and PIN #: Last 4 digits of your SS#

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Electronic Registrar Online is available 24 hours a day, 7 days a week

Need Help? Call the Professional Development Hotline at (916) 325-8787 or email [email protected]

Trainings subject to change- please check website for latest announcements or call 643-9120.

mailto:[email protected]

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SUM

MER

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ASS

ESSM

ENTS

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Data Diving with the Data Divas (STAR Post-Test Training)

Targeted Audience: Principals and STAR Test Site Coordinators

Facilitator: Mao Vang, Melody Hartman

Participants will review their 2011-12 Standardized Testing and Reporting (STAR) data reports

and create a PowerPoint presentation to use to share their STAR and other assessment and

accountability data with their school staff. Information will be given on how to review the data

with your school and set goals for the upcoming year. Participants will learn how to use AR&

E’s website to find reports and other assessment.

Outcomes: Participants will be able to use Data Director to examine pre-built online reports of

their latest and all previous years’ STAR test results and create a presentation of their

assessment and accountability data for their school.

Date (Select One) Time No. of Days Location October 17, 2012 3:30 pm – 4:00 pm (K-8) 1 Training Room B October 19, 2012 3:30 pm – 4:00 pm (High School) 1 Training Room B October 23, 2012 3:30 pm – 4:00 pm (High School) 1 Training Room B October 24, 2012 3:30 pm – 4:00 pm (K-8) 1 Training Room B

Maximum number of participants: 20 Possible Funding Sources: None

Contact: [email protected] or call: 643-9420

Sign up at: www.SignUpGenius.com/go/4090F4BACAF22A46-data3

Common Planning Time (CPT) Hours Will Not Be Provided for These Sessions


http://www.signupgenius.com/go/4090F4BACAF22A46-data3

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CELDT Test Site Coordinator Training for 2012-13 (Make-Up Session)

Targeted Audience: CELDT Test Site Coordinators

Facilitator: Melody Hartman

This training is state mandated for test site coordinators in the overseeing of the California

English Language Development Test (CELDT). This training is for test site coordinators who are

new or did not attend the trainings in May 2013.

Outcomes: Coordinators will have a clear understanding of security, testing procedures, and

scoring practices to ensure standardization of the administration of CELDT. Coordinators are

authorized to train test examiners and proctors once they have been trained.

Date Time No. of Days Location August 23, 2012 12:45 pm -2:30 pm (Elementary, K8, Middle

Schools) 1 Training Room B

August 23, 2012 3:00 pm - 4:00 pm (High Schools) 1 Training Room B

Maximum number of participants: 30 Possible Funding Sources:

Contact: [email protected]

Sign up at: http://www.signupgenius.com/go/4090F4BACAF22A46-20122013



http://www.signupgenius.com/go/4090F4BACAF22A46-20122013

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CAHSEE Test Site Coordinator Training for 2012-2013

Targeted Audience: CAHSEE Test Site Coordinators


This training is state mandated for test site coordinators in the overseeing of the California High

School Exit Examination (CAHSEE).


scoring practices to ensure standardization of the administration of CAHSEE. Coordinators are


Date Time No. of Days Location September 13, 2012 3:30 pm - 4:30 pm 1 Serna Center, Kansas Room September 14, 2012 9:00 am -10:00 am 1 Serna Center, Kansas Room Maximum number of participants: 10

Possible Funding Sources: None


Sign Up at: www.SignUpGenius.com/go/4090F4BACAF22A46-cahsee1



http://www.signupgenius.com/go/4090F4BACAF22A46-cahsee1

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PFT Test Site Coordinator Training (3 or more years ’ experience)

Targeted Audience: PFT Test Site Coordinators

Facilitator: Heather Deckard

This training is state mandated for test site coordinators in the overseeing of the Physical

Fitness Test (PFT).

Outcomes: Coordinators will have a clear understanding of testing procedures, scoring

practices, and how to enter student data in to FitnessGram to ensure standardization of the

administration of the PFT. Coordinators are authorized to train test examiners once they have

been trained.

Date Time No. of Days Location January 28, 2013 4:00 pm - 6:00 pm 1 TBD Maximum number of participants: 40

Possible Funding Sources:



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PFT Test Coordinator Training (1-3 years experience)




Fitness Test (PFT).




been trained.

Date Time No. of Days Location January 29, 2013 4:00 pm - 6:00 pm 1 TBD Maximum number of participants: 40





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STAR Pre-Test Training

Targeted Audience: STAR Test Site Coordinators

Facilitator: Mao Vang

Standardized Testing and Reporting (STAR) program test site coordinators are trained on their

duties and responsibilities before, during, and after testing at their school. These trainings will

include both the writing and multiple choice tests. Trainings are grouped by segment. Attend

only one session.

Outcomes: Coordinators will have a clear understanding of testing procedures to ensure

standardization of the administration of all testing components of the STAR program.

Coordinators are authorized to train test examiners and proctors once they have been trained.

Date Time No. of Days Location February 13, 2013 3:30 pm - 5:30 pm (K8 & Middle

Schools) 1 Montana Room

February 14, 2013 9:00 am - 11:00 am (Elementary


February 15, 2013 9:00 am - 11:00 am (K8 & Middle


February 18, 2013 3:30 pm - 5:30 pm (High Schools) 1 Montana Room

February 19, 2013 9:00 am - 11:00 am (High Schools) 1 Montana Room



February 21, 2013 3:30 pm - 5:30 pm(Elementary




Maximum number of participants: 22

Possible Funding Sources: none


Sign up at: www.SignUpGenius.com/go/4090F4BACAF22A46-star1


http://www.signupgenius.com/go/4090F4BACAF22A46-star1

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CELDT Test Site Coordinator Training for 2013-2014 (New Coordinators Only)



This training is state mandated for site coordinators in the overseeing of the California English

Language Development Test (CELDT).




Date Time No. of Days Location June 5, 2013 9:00 am - 11:30 am (Elementary, K8, Middle


June 5, 2013 1:00 pm - 3:00 pm (High Schools) 1 Montana Room Maximum number of participants: 22



Sign up at: www.SignUpGenius.com/go/4090F4BACAF22A46-20131




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CELDT Test Site Coordinator Training for 2013-14 (Experienced Coordinators

Only)



This training is state mandated for site coordinators in the overseeing of the California English

Language Development Test (CELDT).




Date Time No. of Days Location June 6, 2013 9:00 am -10:30 am (High Schools) 1 Montana Room June 6, 2013 1:30 pm - 3:00 pm (Elementary, K8, Middle


June 7, 2013 9:00 am - 10:30 am (Elementary, K8, Middle


June 7, 2013 1:30 pm -3 :00 pm (High Schools) 1 Montana Room Maximum number of participants: 22



Sign up at: www.SignUpGenius.com/go/4090F4BACAF22A46-20131




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Data Director 101

Targeted Audience: Data Director Users with little or no experience


Learn the basics of what Data Director has to offer. Find out what is behind the tabs to support

you in planning for student success

Outcomes: Participants will be able to use Data Director efficiently, find assessments, peruse

multiple reports, find student demographic information and create simple reports.

Date Time No. of Days Location September 25, 2012 3:30-4:30 1 Training Room B October 30, 2012 3:30-4:30 1 Training Room B Available upon request

TBD 1 Your school site



Contact: [email protected] or call AR&E at: 643-9420





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Data Director: Create Answer Sheets for Assessment Scoring & Reporting

Targeted Audience: Data Director Users


Learn how to create answer sheets for student scoring and data reporting.

Outcomes: Participants will be able to create answer sheets for students to use to take

assessments. They will view reports that are available when the data is scanned in. Users will

be able to set cut scores and standards. Participants will be able to unstrand records, clear

student’s responses and share the assessment with other users.

Date Time No. of Days Location November 7, 2013 3:30-4:30 1 Training Room B February 6, 2013 3:30-4:30 1 Training Room B Available upon request

TBD 1 Your school site



Contact: [email protected] or call AR&E at: 643-9420





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CH

ILD

DEV

ELO

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ENT

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Preschool Language and Literacy Development

Targeted Audience: Preschool Teachers

Facilitator: Dr. Theresa Roberts

Research affirms that children’s early language and literacy experiences are tantamount to their success

in formal schooling and have significant implications for children’s advances across all of the domains of

development. This professional learning event will equip preschool teachers with the necessary tools

and strategies that have been found to be instrumental in promoting children’s language and literacy

development, with particular emphasis on children’s oral language development, letter recognition and

phonological awareness.

Other foci of the professional learning experience will include specific emphasis on inquiry-based

learning (the use of effective distancing strategies to promote children’s oral language/literacy

development), formative assessments of children’s progress and data inquiry—using results of the data

to determine children’s progress in these areas—and teachers’ overall effectiveness. These professional

learning experiences will be followed by a series of debriefing sessions with resource staff,

models/demonstrations and opportunities for mentoring and coaching.

Outcomes: Preschool teachers will become increasingly adept at fostering children’s language and

literacy development and the use of data to determine children’s progress and teaching effectiveness.

Date Time No. of Days Location August 29, 2012 September 21, 2012 November 9, 2012 January 11, 2013

8:30 am - 11:30 am

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

4 Serna, Penn/Tenn Serna, Penn/Tenn Serna, Penn/Tenn Serna, Penn/Tenn


Possible Funding Sources: Head Start


Common Planning Time (CPT) Hours Will Not Be Provided for These Session


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Early Math: Number Sense/Federal Review Preparation


Facilitators: Sharon Krull and Doris Reese

Recognizing the essential elements and philosophy of the newly introduced Common Core Standards, it

is critically important that young children are afforded a range of experiences that bolster their

development in all areas of mathematical reasoning, e.g., number and operations, classification,

patterning, rhythm, measurement and geometry. Believe it or not, mathematical reasoning ability is

natural for most young children and it is cultivated by children’s everyday experiences as they interact

with their environment and others that make up their social world. This professional learning experience

will provide teachers with a smorgasbord of developmentally appropriate activities aimed at cultivating

children’s number sense and ability to execute a range of mathematical operations. These professional

learning experiences will be followed by a series of debriefing sessions with resource staff,

models/demonstrations and opportunities for mentoring and coaching.

Outcomes: Teachers will become increasingly adept at identifying and creating natural classroom

environmental situations that facilitate children’s acquisition of mathematical reasoning ability, thereby

assisting teachers in their efforts to capitalize on the “teachable moments.”

Date Time No. of Days Location Topic: Federal Review Preparation December 21, 2012 Topic: Number Sense March 8, 2013 April 12, 2013

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

3 Serna, Penn/Tenn Serna, Penn/Tenn Serna, Penn/Tenn






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Center for Social Emotional Foundation & Early Learning (CSEFEL)


Facilitators: John Perez and Vicki Wasson

Pivotal to children’s sustained cognitive growth is the need for preschool teachers to carefully attend to

children’s social emotional development. As a matter of fact, particular focus on all aspects of children’s

social and emotional development is so critical to preschoolers’ development that preschool teachers

dare not leave it to chance. Hence, teachers have become increasingly intentional in promoting

children’s social and emotional development, which has resulted in significant returns relative to

children’s cognitive gains and their overall development in preschool classrooms across the country.

Since Child Development staff has already received training in CSEFEL over the course of the past few

years, this particular professional learning experience will provide participants with an overview of the

CSEFEL principles and an opportunity for teachers to debrief about the impact of the methodology on

their children and families. Particular emphasis will be on ensuring fidelity to the CSEFEL conceptual

framework and implementation.

Outcomes: Teachers will re-visit the CSEFEEL curriculum framework in order to increase their

effectiveness at promoting children’s social-emotional development and school readiness.

Date Time No. of Days Location August 29, 2012 October 19, 2012 February 8, 2013

8:30 am - 11:30 am

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

3 TBD Serna, Penn/Tenn Serna, Penn/Tenn






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Attention Deficit Hyperactive Disorder and the Preschool Child Targeted Audience: Preschool Teachers

Facilitators: Ginny Condon and Dr. Wanda Roundtree

Young children’s ability to focus their attention and concentrate enhances their cognitive development,

language acquisition, problem solving and social competence—essential skills that lead to success in the

early years of school and beyond. However, for some preschoolers, the ability to attend is significantly

diminished and many of these children have been diagnosed with Attention Deficit Hyperactive Disorder

(ADHD). This professional learning event will focus on the behaviors associated with ADHD, the benefits

of early diagnosis, effective strategies to assist children struggling with ADHD, trends and research.

Particular focus will be devoted to attention and memory strategies, listening and self-regulation that

can be applied to both atypical and typically developing children.

Outcomes: Teachers will increase their understanding of ADHD and the successful integration of

children diagnosed with ADHD in the classroom. Additionally, participants will learn effective strategies

aimed at increasing children’s ability to sustain their attention and engagement in appropriate tasks.

Date Time No. of Days Location May 10, 2013 TBD

8:00 am - 11:00 am or 12:30 pm - 3:30 pm

8:00 am - 11:00 am or 12:30 pm - 3:30 pm 2

TBD TBD






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Evidenced-based Planning for Infants / Toddlers

Targeted Audience: Infant/Toddler Teachers

Facilitator: TBD

The effective early childhood educator understands the importance of incorporating infant/toddler

interests, assessment results and teacher/family goals into children’s Individual Development Plans. This

kind of intentional planning can significantly boost children’s growth and development over time.

Through the adoption of a planning process referred to as “ Watch-Ask-Adapt”, infant/toddler teachers

will learn how to effectively use the California Infant/Toddler Learning Foundations as a benchmark for

connecting individual planning to the observable behaviors of infants and toddlers in the classroom.

Particular emphasis will be on how to use data collected on infant/toddler behavioral responses as a

basis for adapting teacher engagement behaviors for increased teacher effectiveness and child

outcomes. These professional learning experiences will be followed by a series of debriefing sessions

with resource staff, models/demonstrations and opportunities for mentoring and coaching.

Outcomes: Teachers of very young children will become increasingly better at evidence-based planning

for infants/toddlers and understanding the intricate connections among observation, assessment and

planning for infants/toddlers.

Date Time No. of Days Location August 29, 2012 October TBD January TBD

8:30 am – 11:30 am 3:30 pm – 6:30 pm 3:30 pm – 6:30 pm

3 Hiram Johnson TBD TBD


Possible Funding Sources: Early Head Start Training and Technical Assistance




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California Infant/Toddler Learning and Development Foundations


Facilitator: Judy Ishiura

Understanding infant/toddler development and behavioral nuances can lead to quality programming

and planning for children. It is necessary that teachers of infants/toddlers are well-versed in the

benchmarks of infant/toddler development and the strategies of effective engagement of children. This

professional learning experience will provide teachers an opportunity to revisit the California

Infant/Toddler Learning and Development Foundations, with a particular emphasis on the four domains

of development (social, emotional, language, cognitive and physical) and techniques for fostering young

children’s school readiness skills. These professional learning experiences will be followed by a series of

debriefing sessions with resource staff, models/demonstrations, videotape analysis and opportunities

for mentoring and coaching.

Outcomes: Participants will learn positive engagement strategies to use with young children and

techniques for promoting children’s acquisition of age-appropriate literacy/numeracy skills.

Date Time No. of Days Location Overview - August 29, 2012 TBD TBD Video-tape analysis/debriefing

1:00 pm –3:30pm 1:00 pm –3:30pm 1:00 pm –3:30pm TBA

3

1 day per infant teacher

Hiram Johnson TBD TBD Hiram Johnson, Capital City, and American Legion






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Math and Movement for Infants and Toddlers


Facilitator: Sharon Krull

Recognizing the essential elements and philosophy of the newly introduced Common Core Standards, it

is critically important that we begin now to capitalize on infants’ and toddlers’ natural inclination for

mathematical reasoning ability. For very young infants, the rhythm of rocking, singing, soothing/patting,

constitute infants’ and toddlers’ earliest forays into this domain, which is cultivated by infants and

toddlers’ everyday experiences as they interact with their environment and others that make up their

social world. This professional learning event will include a special emphasis on strategies that foster

infants’ and toddlers’ approaches to mathematical learning, creating environments that facilitate

infant/toddler mathematical reasoning and embedding math and movement in infants’ and toddlers’

Individual Developmental Plans (IDP), schedules and routines. Participants will be provided a

smorgasbord of developmentally appropriate activities aimed at cultivating infant/toddler number sense

and their subsequent mathematical reasoning ability in preschool years.

Outcomes: Teachers will become increasingly adept at identifying and creating natural classroom

environmental situations that facilitate infants’ and toddlers’ mathematical reasoning ability, thereby

assisting teachers in their efforts to capitalize on the “teachable moments.”

Date Time No. of Days Location August 30, 2012 TBD TBD

12:30 pm – 3:30 pm TBD TBD







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Infant/Toddler Literacy Development

Targeted Audience: Early Head Start Teachers and Home Visitors

Facilitator: Theresa Roberts Even for infants/toddlers, research affirms that children’s early language and literacy experiences are

tantamount to their success in formal schooling and have significant implications for children’s advances

across all of the domains of development. This professional learning event will equip infant/toddler

teachers with the necessary tools and strategies that have been found to be instrumental in promoting

young children’s oral language and literacy development (e.g., responding to infants’ vocalizations and

understanding that infants communicate through crying and body movements; effective talking, singing

and reading strategies to use with infants/toddlers (talking to them and not at them); being responsive

to toddlers’ verbal initiations; working in conjunction with families to understand toddlers’ non-verbal

cues; effective reading strategies to use with toddlers; teaching toddler new words and expanding

toddlers’ language development).

Other foci of the professional learning experience will include specific emphasis on inquiry-based

learning (the use of effective distancing strategies to promote infant/toddler oral language/literacy

development), formative assessments of infant/toddler progress and data inquiry—using results of the

data to determine infant/toddler progress in the area of oral language development/literacy—and

teachers’ overall effectiveness. These professional learning experiences will be followed by a series of

debriefing sessions with resource staff, models/demonstrations and opportunities for mentoring and

coaching.

Outcomes: Infant/toddler teachers will become increasingly adept at fostering children’s oral language

and literacy development and the use of data to determine children’s progress and teaching

effectiveness.

Date Time No. of Days Location November 2, 2012 January 25, 2013 April 12, 2013

1:30 pm – 3:30 pm 1:30 pm – 3:30 pm 1:30 pm – 3:30 pm

3 Hiram Johnson


Possible Funding Sources: Early Head Start Training & Technical Assistance




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Supporting Parents as Partners In Children’s Learning

Targeted Audience: Early Head Start/First-Five Home Visiting Staff

Facilitators: Kris Lawson and Dr. Wanda Roundtree

Home visiting is probably one of the most effective stratagems for engaging parents with

infants/toddlers, especially parents from low socio-economic backgrounds or parents with limited or

unsuccessful schooling experiences. This professional learning event will focus on the elements of

effective engagement of parents as partners in their child’s educational process, home visiting strategies

and group socializations. Particular emphasis will be on assisting teachers in their efforts to provide

well-planned and intentional group socialization experiences that are based on infants’/toddlers’

Individual Development Plan (IDP).

Outcomes: Teachers will increase their adeptness at home visiting and their ability to plan

developmentally appropriate group socialization experiences for infants/toddlers that are differentiated

for each child.

Date Time No. of Days Location TBD TBD TBD

8:30 am – 4:00 pm 8:30 am – 4:00 pm 8:30 am – 4:00 pm



Possible Funding Sources: Early Head Start




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Common Core Standards Cohort B (English Language Arts)

Targeted Audience: PreK-12 ELA Teachers from 19 pre-identified early implementation sites

Facilitator: District ELA and ELD Training Specialists

Grade level team leaders from pre-identified early implementation sites will continue to examine the English Language Arts (ELA) Common Core Standards. Teachers will focus on designing integrated reading, writing, speaking, and listening performance-based tasks and instructional plans. Teachers will further explore the informational/expository and opinion/argumentation genres and the pedagogical shifts required by the standards. The series will provide educators with a systematic model to implement the Common Core within a learning environment rich in collaboration, communication, creativity and critical thinking.

Outcomes: Participants will develop ELA tasks in alignment to Common Core Standards.

Date Time No. of Days Location October 12, 2012 (Grade K-2) 8:30 am – 3:00pm 4 Serna (ALL) October 17, 2012 (Grade 3-6) October 18, 2012 (Grade 7-12) December 10, 2012 (Grade K-2) December 13, 2012 (Grade 3-6) November 28, 2012 (Grade 7-12)

February 4, 2013 (Grade K-2) February 5, 2013 (Grade 3-6 February 5, 2013 (Grade 7-12) May 30, 2013 (Grade K-2) May 31, 2013 (Grade 3-6) May 31, 2013 (Grade 7-12)

Maximum number of participants: 150 Possible Funding Sources: District sponsored: Categorical Funds




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Common Core Standards Leadership Cohort (English Language Arts)

Targeted Audience: ELA Teacher Leaders and Site Leaders from All Sites (Not for Cohort B

Schools)


Teacher leaders and site administrators will examine the English Language Arts (ELA) Common Core Standards and their implications for teaching and learning. Participants will focus on designing integrated units of study and instructional plans that incorporate the language arts of reading, writing, speaking, listening, and viewing. Emphasis will be placed on the Common Core text types or genres and the pedagogical shifts required by the standards. The series will provide participants with a systematic model to implement the Common Core within a learning environment rich in collaboration, communication, creativity and critical thinking.


Date Time No. of Days Location October 9, 2012 8:30 am – 3:30 pm 4 Serna (ALL) December 3, 2012 March 13, 2013 May 29, 2013





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ELA Common Core Standards Awareness Building

Targeted Audience: All PreK-12 ELA Teachers

Facilitator: District ELA and ELD Training Specialist

These two-hour sessions provide participants with a brief overview of the English Language Arts (ELA) Common Core Standards and are designed to increase awareness of the standards. Participants will learn about the purpose of the standards and the intentional design that undergirds them. Teachers will also be introduced to the six pedagogical shifts required by the Common Core.

Outcomes: Participants will have greater awareness of the ELA Common Core Standards and learn about their purpose, structure and format

Date (Select One) Time No. of Days Location October 31, 2012 3:30 pm-5:30pm 1 Serna (ALL) December 19, 2012 January 7, 2013 January 14, 2013-- Canceled February 25, 2013 March 4, 2013 April 9, 2013 Maximum number of participants: 50

Possible Funding Sources: NA




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Common Core Standards (Mathematics)

Targeted Audience: Selected Math Teachers in Grades 3-8

Facilitator: TBD

Grade level teachers will work in teams to learn the Mathematics Common Core Standards

utilizing an inquiry-based design methodology. Sessions will focus on building mathematical

content knowledge and teaching for deep conceptual understanding. Emphasis will be placed on

integration of Standards for Mathematical Practice and the explicit inclusion of the six

instructional shifts. Participants will develop learning modules, consisting of classroom

assignments/tasks, task-specific criteria for assessing student learning, instructional plans,

grade level interim assessments, and annotated student work exemplars. Teachers will engage

in on-going analysis of student work.

Outcomes: Participants will develop tasks and instructional plans in alignment to the Math

Common Core Standards.

Date Time No. of Days Location October 10, 2012 (Grade 3-4) 8:30am-3:00pm Serna October 11, 2012 (Grade 5) October 16, 2012 (Grade 6-7) November 6, 2012 (Grade 8) December 6, 2012 (Grade 6-7) December 7, 2012 (Grade 8) December 12, 2012 (Grade 3-4)

Serna Serna Serna Serna Serna Serna

December 14, 2012 (Grade 5) February 12, 2013 (Grade 5) February 13, 2013 (Grade 3-4) February 22, 2013 (Grade 8)

Serna Serna Serna Serna

February 21, 2013 (Grade 6-7) May 17, 2013 (Grade 3-4) May 21, 2013 (Grade 5) May 23, 2013 (Grade 6-7) May 24, 2013 (Grade 8)

Serna Serna Serna Serna Serna





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Common Core Standards (Mathematics) (17 FOCUS SCHOOLS ONLY)

Targeted Audience: Selected School Sites in Grades 3-5, Grades 6-7 and Grade 8

Facilitator: TBD

A select group of schools that would like to focus school-wide on mathematics will work in

teams to learn the Mathematics Common Core Standards utilizing an inquiry-based design

methodology. Sessions will focus on building mathematical content knowledge and teaching for

deep conceptual understanding. Emphasis will be placed on integration of Standards for

Mathematical Practice and the explicit inclusion of the six instructional shifts. Participants will

develop learning modules, consisting of classroom assignments/tasks, task-specific criteria for

assessing student learning, instructional plans, grade level interim assessments, and annotated

student work exemplars. Teachers will engage in on-going analysis of student work.



Date Time No. of Days Location October 8, 2012 (Grade 3-5) October 15, 2012 (Grades 6-7) November 6, 2012 (Grade 8) December 4, 2012 (Grade 6-7) December 7, 2012 (Grade 8) December 11, 2012 (Grade 3-5) February 15, 2013 (Grade 3-5) February 20, 2013 (Grade 6-7) February 22 , 2013 (Grade 8) May 20, 2013 (Grade 3-5) May 22, 2013 (Grade 6-7) May 24, 2013 (Grade 8)

8:30am-3:00pm

Serna (ALL)





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Mathematics Common Core Standards Awareness Building

Targeted Audience: All PreK-12 Math Teachers

Facilitator: District Math Training Specialist

These two-hour sessions provide participants with a brief overview of the Math Common Core Standards and are designed to increase awareness of the standards. Participants will learn about the purpose of the standards and the intentional design that undergirds them. Teachers will also be introduced to the six pedagogical shifts required by the Common Core and the integral role of the Standards for Mathematical Practice.


Date (Select One) Time No. of Days Location October 22, 2012 3:30 pm-5:30pm 1 Serna (ALL) November 27, 2012 December 17, 2012 January 23, 2013 February 4, 2013 February 28, 2013 March 13, 2013 Maximum number of participants: 50





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CO

UN

SELO

RS

39 | P a g e R e v i s e d 1 / 1 5 / 1 3

Fall Counselor Workshop

Target Audience: AP Counselors/Coordinators Facilitators: College Board This workshop provides AP Counselors/Coordinators with the most up-to-date information on the College Board's programs, products and services. Don't miss this opportunity to network with colleagues, share best practices and discover tools to help serve your students in the best possible way. Discussion topics at the 2010 Fall Counselor Workshop include:

PSAT-NMSQT skills reporting changes and enhancements Updates from the SAT Program on fee-waiver grants, Subject Tests, the new student SAT

Web site, and more AP course and exam updates, service enhancements, and resources for counselors College readiness data that will be available through the new ReadiStep assessment

program for 8th graders Expanded career exploration resources and other enhancements to the revised

CollegeEd Program The College Board's Net Price Calculator, a new tool that makes the financial aid process

and cost comparison easier for students and families to understand

Outcomes: Maximizing use of tools offered by College Board will support and promote college readiness. Date Time No. of Days Location September 10, 2012 9:00 am – 12:00 pm 1 Sac City College

Maximum number of participants: unlimited


Register online at: http://counselorworkshops.collegeboard.org/western



40 | P a g e R e v i s e d 1 / 1 5 / 1 3

Advanced Placement Potential--Canceled

Target Audience: High School Principals, AP Coordinators/Counselors, AP educators Facilitator: College Board Participants will utilize this web-based tool to select specific criteria, such as grade level and AP subject area, and AP Potential generates a roster of students likely to succeed. Use of AP Potential will help you identify students with diverse educational needs and backgrounds and open the doors of AP classrooms to students who can succeed. By identifying students who may have been overlooked in the past, AP Potential helps educators guide more students to challenging courses that will help them prepare for college-level work. Use of AP Potential can assist you in making determinations as to which AP courses to offer at your school. Outcomes: Expand access to AP course work by identifying a base of diverse students likely to succeed in AP classes. Date Time No. of Days Location January 9, 2013--Canceled 3:30 pm - 5:00 pm 1 1 Maximum number of participants: 30 Possible Funding Source: EIA-SCE, SLC Cohort 8



Serna, Training

Rooms


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DA

TA IN

QU

IRY

ENG

LISH

LA

NG

UA

GE

LEA

RN

ERS

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Instructional Support for English Learners to Access the Common Core

Targeted Audience: Principals, K-12 Teachers of EL Focus Schools

Facilitator: Dr. Lily Wong Fillmore

These monthly sessions will provide teachers and support personnel with guidance for modifying instruction in support of higher levels of language and literacy development for English learners and language minority students that is required by the Common Core standards. The sessions will focus on what makes the language used in written texts difficult to learn and how to provide the support English learners and language minority students need in order to learn it in the context of subject matter instruction. Outcomes: Participants will

Learn how to nest academic literacy and language focused instructional modules inside Common Core aligned curricula..

Understand the need for integrating oral and written language development skills across the curriculum in preparing students to handle the types of performance tasks implied by the Common Core, and the new assessments.

Date - Time No. of Days Location August 13, 2012 (Principals Only) August 22, 2012 August 23, 2012 August 24, 2012 October 8, 2012 October 26, 2012 November 5, 2012 December 4, 2012 December 10, 2012 January 7, 2013 February 4, 2013 March 11, 2013 March 19, 2013 April 8, 2013 May 6, 2013

8:30 am - 3:00 pm 3:30 pm - 6:30 pm 8:30 am - 3:00 pm 12:00 pm-3:00 pm 3:30 pm - 6:30 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 3:30 pm - 6:30 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm

14

Serna Center Serna Center Serna Center Indiana Room Mich/Minn Room California Room Kentucky Room Kentucky Room Kentucky Room Mich/Minn Room Kentucky Room Kentucky Room

Maximum number of participants: (Participating Teachers from Selected Schools)

Possible Funding Sources: District Sponsored: Categorical Funds Contact: [email protected]



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EQU

ITY

44 | P a g e R e v i s e d 1 / 1 5 / 1 3

Integrating Effective Instructional Strategies: Exploring the Interplay of

Differentiated Instruction, Culturally Responsive Teaching, and Specially

Designed Academic Instruction In English (SDAIE)

Targeted Audience: All K-12 Teachers

Facilitator: District Training Specialist

Participants will expand their instructional toolkit and learn to strategically and seamlessly

integrate differentiated instruction to support English Learners, Students with Disabilities.

GATE, high performing and struggling students. Sessions will focus on the interplay of Culturally

Responsive Teaching, Universal Design, Differentiated Instruction, and SDAIE. Participants will

learn the purpose and essential methodologies behind these instructional strategies and gain

practical strategies for immediate application in any classroom context.

Date Time (All Sessions) No. of Days Location November 13, 2012 January 29, 2013 February 27, 2013 March 26, 2013 April 17, 2013

3:30pm–5:30pm (Elementary) 4:00pm-6:00pm (Secondary)

6

Serna


Possible Funding Sources: Title I,




45 | P a g e R e v i s e d 1 / 1 5 / 1 3







Date - Time No. of Days Location October 8, 2012 November 5, 2012 December 10, 2012 January 7, 2013 February 6, 2013 March 11, 2013 April 8, 2013 May 6, 2013

3:30pm-6:30 pm

11

TBD TBD


Possible Funding Sources: District Sponsored: Categorical Funds




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FAM

ILY

AN

D C

OM

MU

NIT

Y

ENG

AG

EMEN

T

47 | P a g e R e v i s e d 1 / 1 5 / 1 3

Home Visits Bridge, Bond and Build Connections Between Families and Schools

Targeted Audience: School site staff at funded home visit sites or any PreK through high school

staff members interested in learning more about this proven model of parent engagement.

Facilitator: Parent/Teacher Home Visit Project members- teams of parents and educators

directly involved in the work.

Description: The concept behind the Parent Teacher Home Visit Project is simple. Rather than

blaming each other, teachers and parents come together, in a unique setting, as equal partners,

to build trust and form a relationship where they can take the time to share dreams,

expectations, experiences, and tools regarding the student’s academic success.

Outcomes:

Introduces the research, logistics, step by step guide, practice and skills of building effective relationships between families and teachers as co-educators of a child.

Addresses the barriers to communication and visits including language and cultural barriers, assumptions and fears about personal safety, mandated reporting, etc.

Provides opportunity for staff can make an informed choice about participation in the program and access to district resources that support this effort.

Date: 3 hour session offered at individual sites for staff.

Time No of Days Location

3 hour sessions held monthly throughout the district


Possible Funding Sources: No charge to participating sites in SCUSD – cost covered through

Professional Development, Title I, and other state and federal grant sources.




48 | P a g e R e v i s e d 1 / 1 5 / 1 3

Home Visits, Understanding Culture and Closing the Achievement Gap

Targeted Audience: SCUSD staff members already engaged in the process of conducting home

visits with students and families.

Facilitator: Parent/Teacher Home Visit Project members- diverse and experienced teams of

parents and educators directly involved in SCUSD home visiting efforts.

Description: This training is for any staff member who has done at least three home visits this

year and is ready for the next step. The training focuses on how to bring the increased

knowledge of a family’s culture (gained during a home visit) back into the school and the

classroom. The training will concentrate on how to better individualize instruction by using

what you learned about a student’s culture.

Outcomes:

1. Reflect on home visit experiences to date with SCUSD students and families.

2. Explore ways to bring the increased knowledge of a family’s culture back into the classroom and school site to better meet the needs of co-educators and students.

3. Connect home visiting with strategies to better individualize instruction and available SCUSD resources.

Date 3 hour sessions will be offered in the spring of 2012 to participating staff and funded home visit sites.

Time No of Days Location


Possible Funding Sources: No charge to participating sites in SCUSD – cost covered through

Professional Development, Title I, and other state and federal grant sources.




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Bullying Prevention and Intervention I

Targeted Audience: Teachers

Facilitator: Sheila Self

This two-hour training will provide an overview of bullying, the impact of bullying behavior, the

SCUSD anti-bullying definition and reporting procedures, strategies for preventing bullying.

Training will also cover best practices for school staff when they are aware of a bullying

situation. The workshop is tailored to address the unique needs of the elementary, middle and

secondary grade levels.

Outcomes: Participants will develop an understanding of the problem of bullying and what

they can do about it.

Date: Time: Location:

September 25, 2012 5:30-7:30 pm Burbank

November 14, 2012 5:30-7:30 pm JFK


Possible Funding Sources: The California Endowment and the Mental Health Services Act




50 | P a g e R e v i s e d 1 / 1 5 / 1 3

Bullying Prevention and Intervention II

Targeted Audience: Administrators

Facilitator: Sheila Self

This two-hour training will provide an overview of bullying, the impact of bullying behavior, the

SCUSD anti-bullying definition and reporting procedures, strategies for preventing bullying and

best practices for school staff when they are aware of a bullying situation. The training will be

offered as make-up training for designated site administrators responsible for responding to

bullying behavior and new administrators. The workshop is tailored to address the unique

needs of the elementary, middle and secondary grade levels.

Outcomes: Participants will have met the District’s mandatory training requirement for bully

prevention.

Date: Time: Location:

November 8, 2012 3:00 – 5:00 pm Serna: Kentucky

February 7, 2013 3:00 – 5:00 pm Serna: Kentucky





51 | P a g e R e v i s e d 1 / 1 5 / 1 3

GA

TE /

AP

52 | P a g e R e v i s e d 1 / 1 5 / 1 3

GATE Certificate

Targeted Audience: K-12 Teachers, Individuals interested in Gifted & Talented Education theory and practical applications

Facilitator: Julie Howe/Stephanie Shaughnessy Obtaining the Professional Sequence Certificate in Gifted Education will help participants understand and meet the unique academic and psychological needs of gifted students. Educators will build awareness of gifted student characteristics and learning needs, expand their knowledge of content appropriate for gifted learners, and build a repertoire of teaching strategies that maximize potential for gifted behavior. Sessions include participant involvement in planning, activity-oriented components and concrete, specific examples. The GATE Certificate requires completion of the Differentiated Instruction Series as well as the following sessions:

Outcomes: Participants will learn methods to support students to develop their gifts and talents.

Date Time: No. of Days Location October 9, 2012 October 23, 2012 November 6, 2012 December 4, 2012 January 8, 2013 January 29, 2013 February 12, 2013 February 26, 2013 April 2, 2013 April 16, 2013

3:30pm - 5:30 pm Social & Emotional Dimensions of Gifted Youth Principles of Differentiation Questioning Strategies to Differentiate Management Techniques for a DI Classroom Activities and Prompts to Differentiate Gifted English Learners Underachievement in Gifted Youth The Diverse Gifted Child, The Twice Exceptional Child Program Design & Administration

10 TBD

Maximum number of participants: 40 Possible Funding Source: Title I, EIA-SCE




53 | P a g e R e v i s e d 1 / 1 5 / 1 3

GATE Articulation

Targeted Audience: GATE Teachers Facilitator: Julie Howe

GATE teachers will collaborate to develop coordinated learning experiences that extend beyond the core curriculum to meet specific learner needs including: acceleration of instruction, in-depth study, a high degree of complexity, advanced content; and/or variety in content and form. Participants will combine curricular strategies of enrichment and acceleration and provide flexibility and diversity. Appropriate differentiation of core curriculum based on assessed achievement and interests of individual students will allow for increasing levels of advanced, abstract, and complex curriculum that are substantive and that respond to the learner's needs.

Outcomes: Students develop their gifts and talents as a result of educators who are life-long learners, participating in ongoing professional development and continuing education opportunities aligned with national standards in gifted education. Date Time No. of Days Location August 22, 2012 (New to GATE teachers)

August 23, 2012 ( Returning GATE teachers)

November 27, 2012 (Canceled)

January 15, 2013 March 12, 2013

8:30am-11:30pm (Primary) 12:30am-3:30pm (Intermediate) 8:30am-11:30pm (Primary) 12:30am-3:30pm (Intermediate) 3:30pm - 5:30 pm

4 TBD

Maximum number of participants: 30 Possible Funding Source: NA




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Advanced Placement Strategies: Using Data to Design Instruction

Targeted Audience: AP Educators Facilitator: College Board This workshop will help educators use AP score data to plan effective instruction. Participants learn how to read and analyze the AP Instructional Planning Report and then use that data to design instruction for all students. Outcomes: Proactive planning of instruction in response to AP data will result in improved student achievement. Date Time No. of Days Location August 21, 2012 1:00pm – 3:00 pm 1 Serna, Training Rooms

Maximum number of participants: 30 Possible Funding Source: EIA-SCE, SLC Cohort 8


Common Planning Time (CPT) Hours Will Not Be Provided for These Sessions Fall


55 | P a g e R e v i s e d 1 / 1 5 / 1 3

Counselor Workshop

Target Audience: AP Counselors/Coordinators Facilitators: College Board This workshop provides AP Counselors/Coordinators with the most up-to-date information on the College Board's programs, products and services. Don't miss this opportunity to network with colleagues, share best practices and discover tools to help serve your students in the best possible way. Discussion topics at the 2010 Fall Counselor Workshop include:

PSAT-NMSQT skills reporting changes and enhancements Updates from the SAT Program on fee-waiver grants, Subject Tests, the new student SAT

Web site, and more AP course and exam updates, service enhancements, and resources for counselors College readiness data that will be available through the new ReadiStep assessment

program for 8th graders Expanded career exploration resources and other enhancements to the revised

CollegeEd Program The College Board's Net Price Calculator, a new tool that makes the financial aid process

and cost comparison easier for students and families to understand

Outcomes: Maximizing use of tools offered by College Board will support and promote college readiness. Date Time No. of Days Location September 10, 2012 9:00 am – 12:00 pm 1 Sac City College

Maximum number of participants: unlimited


Register online at: http://counselorworkshops.collegeboard.org/western



56 | P a g e R e v i s e d 1 / 1 5 / 1 3

Advanced Placement Potential--Canceled

Target Audience: High School Principals, AP Coordinators/Counselors, AP educators Facilitator: College Board Participants will utilize this web-based tool to select specific criteria, such as grade level and AP subject area, and AP Potential generates a roster of students likely to succeed. Use of AP Potential will help you identify students with diverse educational needs and backgrounds and open the doors of AP classrooms to students who can succeed. By identifying students who may have been overlooked in the past, AP Potential helps educators guide more students to challenging courses that will help them prepare for college-level work. Use of AP Potential can assist you in making determinations as to which AP courses to offer at your school. Outcomes: Expand access to AP course work by identifying a base of diverse students likely to succeed in AP classes. Date Time No. of Days Location January 9, 2013--Canceled 3:30pm - 5:00 pm 1 Serna Maximum number of participants: 30 Possible Funding Source: EIA-SCE, SLC Cohort 8




57 | P a g e R e v i s e d 1 / 1 5 / 1 3

HEA

LTH

58 | P a g e R e v i s e d 1 / 1 5 / 1 3

Managing Students with Medical Concerns Targeted Audience: Principals and Teachers

Facilitator: Health Services Staff This workshop will provide school staff with an understanding of the needs of our students with

medical concerns. Participants will learn their role in keeping students safe, and how to handle

various medical emergencies, including asthma attacks, undiagnosed seizures, severe reactions

to food allergies, management of head injuries, and proper procedures for medication

administration.

Outcomes:

1. Participants will be able to recognize when a diabetic student’s blood sugar is low or

high and how to treat it.

2. Participants will know when a student needs Diastat-an emergency medication for low

blood sugar.

3. Participants will learn about asthma, the medications to treat it and how to help

students administer the medication properly.

4. Participants will learn how to decrease food allergens at school, how to recognize an

anaphylactic reaction, and treat it.

5. Participants will learn about seizure disorders, treatment of seizures and what to do

during a seizure.

6. Participants will learn the proper procedures for medication administration.

7. Participants will know the law regarding restricting activity after a head injury.

8. Participants will know the signs/symptoms of a possible concussion.

9. Participants will know how to care for students with head injuries

Date Time Location

September 10, 2012 3:30-5pm Serna; Pennsylvania September 17, 2012 3:30-5pm Serna; Michigan/Minnesota

Maximum number of participants: TBD

Possible Funding Sources: No charge




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INST

RU

CTI

ON

AL

PR

AC

TIC

ES

60 | P a g e R e v i s e d 1 / 1 5 / 1 3

Integrating Effective Instructional Strategies: Exploring the Interplay of

Differentiated Instruction, Culturally Responsive Teaching, and Specially

Designed Academic Instruction in English (SDAIE)

Targeted Audience: All K-12 Teachers

Facilitator: District Training Specialist

Participants will expand their instructional toolkit and learn to strategically and seamlessly

integrate differentiated instruction to support English Learners, Students with Disabilities.

GATE, high performing and struggling students. Sessions will focus on the interplay of Culturally

Responsive Teaching, Universal Design, Differentiated Instruction, and SDAIE.

Outcomes: Participants will learn the purpose and essential methodologies behind these

instructional strategies and gain practical strategies for immediate application in any classroom

context.

Date Time No. of Days Location November 14, 2012 January 29, 2013 February 27, 2013 March 26, 2013 April 17, 2013

3:30 pm –5:30 pm (Elementary) 4:00 pm - 6:00 (Secondary)

6

Serna


Possible Funding Sources: Title I,




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INST

RU

CTI

ON

AL

TEC

HN

OLO

GY

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Ipad Technology 101

Target Audience: Language, Speech and Hearing Specialists and Behavior Intervention

Specialists

Facilitator: Jeremy Predko Coordinator, Instructional Technology, Academic Office

Participants will receive an overview of the Ipad and its application for instruction in therapy

settings as well as a tool for data collection in the classroom.

Outcome: Participants will understand how to use the basic functions of the Ipad in order to

prepare them for additional professional learning opportunities specific to their field listed in

this catalog.

Date Time No. of Days Location

August 27, 2012 9:00am-12:00pm 1 Serna Center

This offering is part of a 5 part series for Language, Speech and Hearing Specialists to gain skills

using Augmentative and Assistive Technology in their therapy.


Possible Funding Sources: District sponsored




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Implementing iCommunication in the Classroom

Target Audience: Language, Speech and Hearing Specialists

Facilitator: Diagnostic Center

Participants will be provided an overview of the numerous Augmentative and Alternative

Communication (AAC) applications now available for the iPod Touch, iPhone and iPad, including

a comparison of features and options. Best practices for assessment and implementation will

be discussed.

Outcomes: Participants will gain insight into the use of a collaborative team approach; become

familiar with a variety of formal and informal tools for evaluating skill sets of students across

age and ability levels; be able to determine a feature match; be able to create an

implementation plan for use of AAC tools and strategies across environments.

Date(s) Time No. of Days Location

August 31, 2012 9:00am- 12:00 p.m. 1 TBD


in the use of Augmentative and Alternative Communication in their therapy.


Possible Funding Sources: District Sponsored




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LEA

DER

SHIP

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Comprehensive Balanced Literacy Approach for School Leaders

Targeted Audience: Elementary and K-8 Site Administrators

Facilitator: Eric Chapman, Iris Taylor

Join your colleagues in learning how to build an effective Comprehensive Balanced Literacy

program at your school site. Participants will deepen their understanding of the fundamental

components of a balanced literacy program, the classroom rituals and routines that are critical

to its implementation, and the school structures and systems that are needed to support and

sustain its success. Sessions will include classroom observations of balanced literacy in action.

Outcomes: Participants will:

Examine instruction on the five fundamental areas of reading within a balanced literacy approach,

Study the foundational theoretical underpinnings of balanced literacy Analyze the routines of a balanced literacy program including interactive read-alouds,

shared reading, guided reading, independent reading, book clubs, shared writing, independent writing, and word study

Explore strategies for measuring the impact of a balanced literacy classroom Investigate approaches to building and managing rich, culturally responsive text sets,

book rooms, and classroom libraries for balanced literacy Practice strategies for classroom observation, coaching and providing feedback to

teachers focused on balanced literacy


August 21, 2012 9:00am – 11:30 am 3 Serna

October 30, 2012

November 13, 2012

February 26, 2013

May 30, 2013

Maximum Number of Participants: 20




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Date - Time No. of Days Location August 13, 2012 (Principals Only) August 22, 2012 August 23, 2012 August 24, 2012 October 8, 2012 November 5, 2012 December 10, 2012 January 7, 2013 February 11, 2013 March 11, 2013 April 8, 2013 May 6, 2013

8:30 am - 3:00 pm 3:30 pm - 6:30pm

11

TBD TBD


Possible Funding Sources: District Sponsored: Categorical Funds




67 | P a g e R e v i s e d 1 / 1 5 / 1 3



Schools)




Date Time No. of Days Location October 9, 2012 8:30 am – 3:30 pm 4 Serna November 28, 2012 Serna December 11, 2012 Serna February 14, 2013 Serna May 29, 2013 Serna





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LIN

KED

LEA

RN

ING

/CTE

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Expository Reading Writing Course (ERWC)

Targeted Audience: All High School English Teachers (including Special Education) Facilitator: Marcy Merrill, Professor at California State University, Sacramento and Lily

Liemthongsamout, Linked Learning Coordinator The 3-day workshop series followed by 3 follow-up sessions throughout the school year will provide teachers training on the literacy modules available in the ERWC. These modules are designed to engage students in the types of reading and writing required for college entry and success. Teachers will also learn strategies to support students how to navigate the increasing demands of reading and writing expository texts across disciplines. Outcomes: Participants will:

Study the literacy modules in the ERWC

Learn strategies to support students with reading and writing expository texts

Implement at least 2 literacy modules

Calibrate scoring students expository writing Date Time No. of Days Location September 14, 2012 8:30am-3:00pm 3 SCOE – Room TBA October 19, 2012 January 10, 2013 Linked Learning (LL) will provide substitute coverage for teachers currently teaching in LL Pathways. All participants must attend Follow-up Sessions: November 19, 2012 4:00pm-7:00pm 3 Serna – Room TBA February 4, 2013 May 20, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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Linked Learning Best Practices: Engaged Learning Series

Targeted Audience: All Linked Learning Teachers (including Special Education) Facilitator: Lily Liemthongsamout, Linked Learning Coordinator and

Dave Yanofsky, Curriculum Expert @ConnectEd – The California Center for College and Career

This 3-hour professional learning series will engage a team of at least 2 teachers from each Linked Learning Pathway in multi-interdisciplinary integrated curriculum, authentic performance-based assessment, and rubric work. Participants will also receive training on curriculum mapping via the ConnectEd Studios.

Outcomes: Participants will explore:

Curriculum mapping tools and resources available via the ConnectEd Studios

Best practices for designing multi-interdisciplinary integrated units

Effective protocols for clarifying learning tasks and performance criteria and developing rubrics

Date Time No. of Days Location September 24, 2012 4:00pm-7:00pm 7 Serna – Room TBA October 29, 2012—Canceled January 28, 2013 February 25, 2013 March 25, 2013 April 29, 2013 May 27, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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Academic Literacy Across the Curriculum (ALAC): “Writing to Read” Forums

Targeted Audience: All Grades 7-12 Teachers (including Special Education) Facilitator: Lily Liemthongsamout, Linked Learning Coordinator The 3-hour professional learning forums will provide teachers training on research-based strategies for developing students’ academic literacy in all four domains: reading, listening, speaking, and writing. In particular, this professional learning series will focus on building teachers’ capacity in designing learning tasks that are rich with language output by students, especially in writing. Teachers will reference the Common Core ELA Standards as well as related current industry-based standards to design interdisciplinary units of study and authentic performance-based assessments. Outcomes: Participants will explore:

Effective research-based strategies on teaching writing to enhance reading and overall learning

Literacy demands of examples of real-world/industry-based tasks

Protocols for engaging students in authentic performance-based assessments

Designing and implementing at least 3 real-world/industry-based tasks

Date Time No. of Days Location September 25, 2012 4:00pm-7:00pm 7 New Tech HS – Room TBA October 30, 2012—Canceled January 29, 2013 February 26, 2013 March 26, 2013 April 30, 2013 May 28, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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Math Professional Learning Forums

Targeted Audience: All Middle and High School Pre-algebra and Algebra I Teachers (including Special Education) Facilitator: Lily Liemthongsamout, Linked Learning Coordinator and SCUSD Secondary Math

Training Specialists The 3-hour professional learning forums will provide teachers who participated in the following trainings and/or pilot programs during the 2011-12 school year on-going implementation support: TI Math Forward, Pre-algebra and Algebra I Project-Based Curriculum, and the Math Design Collaborative. The focus is to provide teachers technical program implementation support as well as opportunities for collegial collaboration and sharing. In addition, teachers will study best practices that engage students in conceptual mathematical learning and formative assessments. Outcomes: Participants will explore:

Best practices for conceptual teaching and learning environment and tasks

Examples of formative assessments

Administering at least 4 formative assessments

Calibrate scoring of students’ performance on formative assessments

Hands-on STEM projects available via the RAFT Date Time No. of Days Location October 2, 2012--Canceled 4:00pm-7:00pm 7 School of Eng. & Sciences – November 6, 2012--Canceled Room TBA January 8, 2013 February 5, 2013 March 5, 2013 April 2, 2013 June 4, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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L3 Series – Linked Learning Leadership Support

Targeted Audience: SCUSD LL Pathway Leads (pre-identified members)

Facilitator: Patrick Bohman

As career themed pathway programs emerge throughout SCUSD, the number of teachers who are stepping up to provide leadership and organization for these exciting programs is also growing. This professional learning will support these pathway leads in planning for:

Student recruitment

Work-based Learning

Scheduling Students

Progress Monitoring

Integrated, Project Based Learning .

Outcomes: Participants will develop a customized pathway calendar of events, organize a plan and support their pathway team as they implement an integrated project, assemble a library of facilitation strategies, and create a personal leadership development plan. Date Time No. of Days Location October 16, 2012 4:00 pm – 5:00 pm 1 Serna Center

November 13, 2012 4:00 pm – 5:00 pm 1 Serna Center

December 18, 2012 4:00 pm – 5:00 pm 1 Serna Center

January 15, 2013 4:00 pm – 5:00 pm 1 Serna Center

February 19, 2013 4:00 pm – 5:00 pm 1 Serna Center

March 19, 2013 4:00 pm – 5:00 pm 1 Serna Center

April 16, 2013 4:00 pm – 5:00 pm 1 Serna Center

May 21, 2013 4:00 pm – 5:00 pm 1 Serna Center

June 11, 2013 4:00 pm – 5:00 pm 1 Serna Center

Maximum number of participants: 25 Possible Funding Sources: District Sponsored: Grants



Small Learning Communities Meeting


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Targeted Audience: SCUSD Small Learning Communities Coordinators


The 2012-2013 Small Learning Communities Meetings will occur on a monthly basis and be used to help coordinate the programming funded by the federal Smaller Learning Communities Cohort 8 grant.

Outcomes: Participants will create implementation plans for the 2012-13 school year, provide relevant reporting data, and develop a sustainability plan as the Cohort 8 grant comes to a close at the end of the year. Date Time No. of Days Location September 17, 2012 4:00 pm – 5:00 pm 1 Serna Center

October 15, 2012 4:00 pm – 5:00 pm 1 Serna Center

November 12, 2012 4:00 pm – 5:00 pm 1 Serna Center

December 17, 2012 4:00 pm – 5:00 pm 1 Serna Center

January 14, 2013 4:00 pm – 5:00 pm 1 Serna Center

February 18, 2013 4:00 pm – 5:00 pm 1 Serna Center

March 18, 2013 4:00 pm – 5:00 pm 1 Serna Center

April 15, 2013 4:00 pm – 5:00 pm 1 Serna Center

May 20, 2013 4:00 pm – 5:00 pm 1 Serna Center

June 17, 2013 4:00 pm – 5:00 pm 1 Serna Center

Maximum number of participants: 7 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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LITE

RA

CY

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Comprehensive Balanced Literacy Approach Course II

Targeted Audience: All PreK-6 Teachers who attended the Balanced Literacy professional

development during the 2011-2012

Facilitator: TBD

Participants will engage in learning how to implement the routines and practices of an effective balanced literacy program.

Outcomes: Participants will explore:

Routines of a balanced literacy program including interactive read-alouds, shared reading, guided reading, independent reading, book clubs, shared writing, independent writing, and word study

Strategies for formative assessments in a balanced literacy classroom. Organization and classroom management in a balanced literacy classroom

Date Time No. of Days Location Grade K-2 November 14, 2012 3:30-5:30 4 Washington Room January 23, 2012 California Room

March 5, 2013 Kentucky Room April 10, 2013 Kentucky Room Grade 3-6 November 6, 2012 3:30-5:30 4 California Room January 15, 2012 Kentucky Room

March 12, 2013 Washington Room April 22, 2013 Kentucky Room Maximum Number of Participants: 50

Possible Funding Sources: Title I funds, EIA-SCE




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Comprehensive Balanced Literacy Approach for School Leaders

Targeted Audience: Elementary and K-8 Site Administrators

Facilitator: Eric Chapman, Iris Taylor

Join your colleagues in learning how to build an effective Comprehensive Balanced Literacy

program at your school site. Participants will deepen their understanding of the fundamental

components of a balanced literacy program, the classroom rituals and routines that are critical

to its implementation, and the school structures and systems that are needed to support and

sustain its success. Sessions will include classroom observations of balanced literacy in action.

Outcomes: Participants will:

Examine instruction on the five fundamental areas of reading within a balanced literacy approach,

Study the foundational theoretical underpinnings of balanced literacy Analyze the routines of a balanced literacy program including interactive read-alouds,

shared reading, guided reading, independent reading, book clubs, shared writing, independent writing, and word study

Explore strategies for measuring the impact of a balanced literacy classroom Investigate approaches to building and managing rich, culturally responsive text sets,

book rooms, and classroom libraries for balanced literacy Practice strategies for classroom observation, coaching and providing feedback to

teachers focused on balanced literacy


October 30, 2012 9:00am – 11:30 am 4 Serna

November 13, 2012

February 26, 2013

May 30, 2013

Maximum Number of Participants: 20




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Common Core Standards Cohort B (English Language Arts)

Targeted Audience: PreK-12 ELA Teachers from 19 pre-identified early implementation sites Facilitator: District ELA and ELD Training Specialists Grade level team leaders from pre-identified early implementation sites will continue to examine the English Language Arts (ELA) Common Core Standards. Teachers will focus on designing integrated reading, writing, speaking, and listening performance-based tasks and instructional plans. Teachers will further explore the informational/expository and opinion/argumentation genres and the pedagogical shifts required by the standards. The series will provide educators with a systematic model to implement the Common Core within a learning environment rich in collaboration, communication, creativity and critical thinking. Outcomes: Participants will develop ELA tasks in alignment to Common Core Standards. Date Time No. of Days Location October 12, 2012 (Grade K-2) 8:30 am – 3:00pm 4 Serna October 17, 2012 (Grade 3-6) October 18, 2012 (Grade 7-12) December 10, 2012 (Grade K-2) December 13, 2012 (Grade 3-6) November 28, 2012 (Grade 7-12)


February 4, 2013 (Grade K-2) February 5, 2013 (Grade 3-6 February 5, 2013 (Grade 7-12) May 30, 2013 (Grade K-2) May 31, 2013 (Grade 3-6) May 31, 2013 (Grade 7-12)






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Schools)




Date Time No. of Days Location October 9, 2012 8:30 am – 3:30 pm 4 Serna December 3, 2012 Serna March 13, 2013 Serna May 29, 2013 Serna





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ELA Common Core Standards Awareness Building

Targeted Audience: All PreK-12 ELA Teachers

Facilitator: District ELA and ELD Training Specialist

These two-hour sessions provide participants with a brief overview of the English Language Arts (ELA) Common Core Standards and are designed to increase awareness of the standards. Participants will learn about the purpose of the standards and the intentional design that undergirds them. Teachers will also be introduced to the six pedagogical shifts required by the Common Core.


Date (Select One) Time No. of Days Location October 31, 2012 3:30 pm-5:30pm 1 Serna December 19, 2012 January 7, 2013 January 14, 2013-- Canceled February 25, 2013 March 27, 2013 April 9, 2013 Maximum number of participants: 50





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Date - Time No. of Days Location August 13, 2012 (Principals Only) August 22, 2012 August 23, 2012 August 24, 2012 October 8, 2012 October 26, 2012 November 5, 2012 December 4, 2012 December 10, 2012 January 7, 2013 February 4, 2013 March 11, 2013 March 19, 2013 April 8, 2013 May 6, 2013

8:30 am - 3:00 pm 3:30 pm - 6:30 pm 8:30 am - 3:00 pm 12:00 pm-3:00 pm 3:30 pm - 6:30 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm 3:30 pm - 6:30 pm 12:00 pm-3:00 pm 12:00 pm-3:00 pm

14

Serna Center Serna Center Serna Center Indiana Room Mich/Minn Room California Room Kentucky Room Kentucky Room Kentucky Room Mich/Minn Room Kentucky Room Kentucky Room


Possible Funding Sources: District Sponsored: Categorical Funds Contact: [email protected]



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Targeted Audience: All Grades 7-12 Teachers (including Special Education) Facilitator: Lily Liemthongsamout, Linked Learning Coordinator The 3-hour professional learning forums will provide teachers training on research-based strategies for developing students’ academic literacy in all four domains: reading, listening, speaking, and writing. In particular, this professional learning series will focus on building teachers’ capacity in designing learning tasks that are rich with language output by students, especially in writing. Teachers will reference the Common Core ELA Standards as well as related current industry-based standards to design interdisciplinary units of study and authentic performance-based assessments. Outcomes: Participants will explore:

Effective research-based strategies on teaching writing to enhance reading and overall learning

Literacy demands of examples of real-world/industry-based tasks

Protocols for engaging students in authentic performance-based assessments

Designing and implementing at least 3 real-world/industry-based tasks

Date Time No. of Days Location September 25, 2012 4:00pm-7:00pm 7 New Tech HS – Room TBA October 30, 2012—Canceled January 29, 2013 February 26, 2013 March 26, 2013 April 30, 2013 May 28, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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Expository Reading Writing Course (ERWC)

Targeted Audience: All High School English Teachers (including Special Education) Facilitator: Marcy Merrill, Professor at California State University, Sacramento and Lily

Liemthongsamout, Linked Learning Coordinator The 3-day workshop series followed by 3 follow-up sessions throughout the school year will provide teachers training on the literacy modules available in the ERWC. These modules are designed to engage students in the types of reading and writing required for college entry and success. Teachers will also learn strategies to support students how to navigate the increasing demands of reading and writing expository texts across disciplines. Outcomes: Participants will:

Study the literacy modules in the ERWC

Learn strategies to support students with reading and writing expository texts

Implement at least 2 literacy modules

Calibrate scoring students expository writing Date Time No. of Days Location September 14, 2012 8:30am-3:00pm 3 SCOE – Room TBA October 19, 2012 January 10, 2013 Linked Learning (LL) will provide substitute coverage for teachers currently teaching in LL Pathways. All participants must attend Follow-up Sessions: November 19, 2012 4:00pm-7:00pm 3 Serna – Room TBA February 4, 2013 May 20, 2013 Linked Learning (LL) will provide compensation at the curriculum development rate for teachers currently teaching in LL Pathways. Light evening refreshments will be provided. Maximum Number of Participants: 35 Possible Funding Sources: District Sponsored: Categorical /Grants




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Cohort 8 History/Social Science – Literacy and the Common Core

Targeted Audience: High School Teachers


Two teachers from each grade level from each comprehensive high school will be encouraged to attend. This series of 3 release days will provide teaches the opportunity to refine instructional plans and utilize common formative assessments to improve student content knowledge and literacy skills as they relate to Common Core ELA.

Date Time No. of Days Location October 23, 2012 8:30am-3:30pm 3 Serna February 5, 2013 May 14, 2013 Maximum number of participants: 50





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Cohort 8 ELA – Instructional Strategies

Targeted Audience: High School Teachers


The area 3 Writing Project team is looking forward to continuing the important work of the past 4 years. These monthly meeting are designed to provide you with the time and space to examine student work, learn more about the theories that underpin our instructional decisions, and align our teaching and curricula with the Common Core State Standards.

Date Time No. of Days Location September 19, 2012 4:30-6:30 pm McClatchy Room D20 October 17, 2012 December 12, 2012 January 16, 2013 February 13, 2013 March 20, 2013 April 17, 2013 May 22, 2013 Maximum number of participants: 50





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MA

THEM

ATI

CS

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Common Core Standards (Mathematics)

Targeted Audience: Selected Math Teachers in Grades 3-8

Facilitator: TBD

Grade level teachers will work in teams to learn the Mathematics Common Core Standards

utilizing an inquiry-based design methodology. Sessions will focus on building mathematical

content knowledge and teaching for deep conceptual understanding. Emphasis will be placed on

integration of Standards for Mathematical Practice and the explicit inclusion of the six

instructional shifts. Participants will develop learning modules, consisting of classroom

assignments/tasks, task-specific criteria for assessing student learning, instructional plans,

grade level interim assessments, and annotated student work exemplars. Teachers will engage

in on-going analysis of student work.



Date Time No. of Days Location October 10, 2012 (Grade 3-4) 8:30am-3:00pm Serna October 11, 2012 (Grade 5) October 16, 2012 (Grade 6-7) November 6, 2012 (Grade 8) December 6, 2012 (Grade 6-7) December 7, 2012 (Grade 8) December 12, 2012 (Grade 3-4)


December 14, 2012 (Grade 5) February 12, 2013 (Grade 5) February 13, 2013 (Grade 3-4) February 22, 2013 (Grade 8)

Serna Serna Serna Serna

February 21, 2013 (Grade 6-7) May 17, 2013 (Grade 3-4) May 21, 2013 (Grade 5) May 23, 2013 (Grade 6-7) May 24, 2013 (Grade 8)






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Common Core Standards (Mathematics) (17 FOCUS SCHOOLS ONLY)

Targeted Audience: Selected School Sites in Grades 3-5, Grades 6-7 and Grade 8

Facilitator: TBD

A select group of schools that would like to focus school-wide on mathematics will work in

teams to learn the Mathematics Common Core Standards utilizing an inquiry-based design

methodology. Sessions will focus on building mathematical content knowledge and teaching for

deep conceptual understanding. Emphasis will be placed on integration of Standards for

Mathematical Practice and the explicit inclusion of the six instructional shifts. Participants will

develop learning modules, consisting of classroom assignments/tasks, task-specific criteria for

assessing student learning, instructional plans, grade level interim assessments, and annotated

student work exemplars. Teachers will engage in on-going analysis of student work.



Date Time No. of Days Location October 8, 2012 (Grade 3-5) October 15, 2012 (Grades 6-7) November 6, 2012 (Grade 8) December 4, 2012 (Grade 6-7) December 7, 2012 (Grade 8) December 11, 2012 (Grade 3-5) February 15, 2013 (Grade 3-5) February 20, 2013 (Grade 6-7) February 22 , 2013 (Grade 8) May 20, 2013 (Grade 3-5) May 22, 2013 (Grade 6-7) May 24, 2013 (Grade 8)

8:30am-3:00pm

Serna (ALL)





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Mathematics Common Core Standards Awareness Building

Targeted Audience: All PreK-12 Math Teachers

Facilitator: District Math Training Specialist

These two-hour sessions provide participants with a brief overview of the Math Common Core Standards and are designed to increase awareness of the standards. Participants will learn about the purpose of the standards and the intentional design that undergirds them. Teachers will also be introduced to the six pedagogical shifts required by the Common Core and the integral role of the Standards for Mathematical Practice.


Date (Select One) Time No. of Days Location October 22, 2012 3:30 pm-5:30pm 1 Serna November 27, 2012 December 17, 2012 January 23, 2013 February 4, 2013 February 28, 2013 March 13, 2013 Maximum number of participants: 50





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Ph

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Physical Education in the River City (PERC)

Targeted Audience: PE Teachers, Teachers and Administrators

Presenters: CAHPERD PRESENTERS Physical Education in the River City is an outstanding professional development program for K-12 PE teachers, classroom teachers and administrators; fully aligned with the CA Physical Education Standards. Participants will deepen their understanding of Physical Education, engage in hands-on labs, and acquire innovative ideas and lessons. Sessions are taught by top physical educators in the field. Session strands include Elementary, Middle and High School. The focus will be on Standard 3 and 4 for elementary and middle school and Standard 2 for high school. There is a networking dinner and an invited Physical Education speaker each session. Workshops may be taken as a series or individually. Hours may be used to meet BTSA or district professional development requirements (pending approval). Continuing Education Units may be available for an additional fee.

Date Time No. of Days Location August 18, 2012 8:00am-12:00pm 1 TBD November 9, 2012 April 20, 2013

4:00pm-8:00pm 8:00am-12:00pm

1 1

TBD TBD

Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under ‘Conferences & Events’ then under other events. Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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Exemplary Physical Education Curriculum (EPEC) Training - Level 101/102

Targeted Audience: Teachers, PE Teachers, Administrators, and Support Staff

Presenters: Heather Deckard, Devin Horne and other guest speakers. This workshop prepares teachers to implement the district’s, standards-based curriculum through hands-on, problem-based instruction.

Outcomes: Participants will receive the EPEC Curriculum and the necessary knowledge and resources to implement the curriculum. Date Time No. of Days Location August 20, 2012 8:30 AM-2:30 PM 1 TBD Maximum number of participants: 50 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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Physical Education Summer Institute

Targeted Audience: Teachers, PE Teachers, Administrators, and Support Staff

Presenters: Heather Deckard, Stacee Oltmanns, Devin Horne, Susan Kovalik, Kathleen Tullie (From Rebook’s BOKS program and other Curriculum & Assessment Experts. The objective of the Physical Education Summer Institute is to provide professional development for physical education teachers to help identify and discover innovative, meaningful strategies for improving quality physical education and enabling positive change through sharing, collaboration, and networking.

The Institute will focus on strategies for improving the quality of physical education, and to build new approaches that can withstand shifting educational priorities. In addition to opportunities to share and collaborate, the Physical Education Summer Institute will include specific brain development sessions, programs that will increase physical activity at schools, and will provide opportunities for participants to reinforce their knowledge of:

establishing the learning environment, offering students instant activities, providing instruction using different teaching styles, assessing student learning, and promoting critical thinking, providing a variety of assessment techniques and discuss the when and why of

assessment, administering assessments for the psychomotor, cognitive, and affective domains; physical education standards; using checklists, rubrics, student projects, and student portfolios in the classroom; and the exemplary physical education curriculum.

Follow-up support will take place during district-wide physical education meetings and individually throughout the 2012-2013 school-year. Date Time No. of Days Location August 21-23, 2012 8:30 AM-2:30 PM 3 TBD Maximum number of participants: 100 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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CAHPERD North Central District Workshop

Targeted Audience: PE Teachers, Dance Teachers, Classroom Teachers and Administrators.

Presenters: CAHPERD Presenters and several Teachers of the Year. Join us for a workshop jam packed with FUN and CHALLENGING movement education, fitness, cooperative and dance activities. This event is designed for anyone seeking new and innovative ideas for physical activity programs. All sessions will be focused specifically on implementing the Model Content Standards in Physical Education.

Date Time No. of Days Location September 29, 2012 9am – 4pm 1 CSU, Sacramento

Yosemite Hall Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under ‘North Central District Workshop’ Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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CAHPERD Fall Dance Workshop

Targeted Audience: Students, PE Teachers, Dance Teachers, Classroom Teachers, and

Administrators.

Presenters: CAHPERD Presenters and several Teachers of the Year. The Fall Dance Workshop includes programs for students, adults and teachers of all levels. Tentative Class Offerings: Modern, Tap, Ballet, Hip Hop, Jazz, African, Contemporary, Lyrical, Folk, Latin, Musical Theater . . . and more! Date Time No. of Days Location TBA (October or November 2012)

TBA 1 Center High School, Antelope

Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under ‘Fall Dance Workshop’ Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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FitnessGram Software Training

Targeted Audience: PFT Test Site Coordinators, Physical Education Teachers, Teachers and

Administrators


This training is to provide participants with more of the technology capabilities of the

FitnessGram software, enter scores from the PFT baseline test and solve any computer issues.

Outcomes: Participants will have a clear understanding of all the capabilities of the

FitnessGram software, scoring practices, and how to enter student data in to FitnessGram to

ensure standardization of the administration of the PFT, solve an computer log-in issues and for

all participants to use the FitnessGram software not just for testing, but to teach the Physical

Education overarching standards 3 and 4.

Date Time No. of Days Location October 29, 2012 3:00-5:00pm (Session 1)

4:00-6:00pm (Session 2) 1 Serna Center

Computer Lab A & B Maximum number of participants: 50




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Early Childhood and Elementary Physical Education Workshop--Canceled

Targeted Audience: PE Teachers, Classroom Teachers, and Administrators.

Presenters: CAHPERD Presenters Join us for a workshop that will provide quality professional development in standards based physical education for pre-school/classroom teachers and physical education specialists/aides. Dress for Movement! Date Time No. of Days Location November 3, 2012--Canceled

8:00am – 4:00pm 1 CSU, Sacramento Yosemite Hall

Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under Conferences & Events then under ‘Early Childhood and Elem Phys Ed’ Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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National Adapted Physical Education Conference

Targeted Audience: Adapted PE Teachers, PE Teachers, Classroom Teachers, and

Administrators.

Presenters: CAHPERD Presenters Join us for a workshop jam packed with FUN and CHALLENGING movement education which promotes physical activity for all. This event is designed for anyone seeking new and innovative ideas for adapted physical education classes and physical activity programs. Date Time No. of Days Location November 8-10, 2012 TBA 3 Doubletree Hotel,

Sonoma Wine Country Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under Conferences & Events then under ‘Nat’l Adapted Phys Ed’ Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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Physical Fitness Test (PFT) Test Site Coordinator Training




Fitness Test (PFT).




been trained.

Date Time No. of Days Location January 28, 2013 January 29, 2013

4:00-6:00 PM 4:00-6:00 PM

1 1

TBD TBD





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CAHPERD Annual State Conference

Targeted Audience: All those that are in Health, Physical Education, Recreation and Dance

Presenters: CAHPERD Presenters Attendees will learn new 21st century techniques to service, teach, inspire, and motivate students and adults in the areas of Health, Physical Education, Recreation and Dance. Attendees will learn to increase performance of urban students, motivate students to live healthy and physically active lifestyles, network with other educators in the fields of Health, Physical Education, Recreation and Dance, increase parent involvement, staff and community in leading healthy and physically active lifestyles. Date Time No. of Days Location March 7-10, 2013 TBA 4 Santa Clara Convention

Center and the Hyatt Maximum number of participants: All are welcome! FEE: Please refer to the CAHPERD website under Conferences & Events then under ‘State Conference’ Possible Funding Sources: Sponsored by CAHPERD www.cahperd.org




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Administrators



FitnessGram software, enter scores from the PFT post-test 2013 and solve any computer issues.



ensure standardization of the administration of the PFT, solve any computer log-in issues and to

assist all participants in accessing the FitnessGram reports for students to take home.

Date Time No. of Days Location April 29, 2013 3:00-5:00pm (Session 1)






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Administrators



FitnessGram software, enter scores from the PFT post-test 2013 and solve any computer issues.



ensure standardization of the administration of the PFT, solve any computer log-in issues and to

assist all participants in accessing the FitnessGram reports for students to take home.

Date Time No. of Days Location May 27, 2013 3:00-5:00pm (Session 1)






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SCH

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L C

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Positive Behavioral Interventions and Supports (PBIS)

Targeted Audience: Teams from Early Implementation Sites

Facilitator: Michael Lombardo

This professional development series focuses on incorporating tier 2 and 3 supports to build a school-wide data-driven system of positive behavior interventions and supports. School teams collaborate to develop protocols and explore practices that will enhance school climate and foster a respectful and responsive school environment that supports student learning.

Outcomes: Participants will develop:

Common and focused expectations for behaviors within the school community

Deliberate use of behavior and other applicable data

Targeted activities to support students in meeting behavioral expectations

Engagement of parents and community partners

Date Time No. of Days Location Cohort I (Cal Middle, Jed Smith, Sutterville) September 27 –28, 2012 8:30am-3:30pm 2 TBA Check-In/Check-Out October 2, 2012 8:00am-12:00pm 1 TBA Coaches/Lead Training March 5, 2013 8:00am-12:00pm 1 Coaches/Lead Training Cohort II (Accelerated Academy, American Legion, McClatchy, Mark Hopkins, Success Academy) December 13, 2012 8:30am to 3:30pm 3 TBA TIPS Training February 27 - 28, 2013 Check-In/Check-Out


Possible Funding Sources: District Sponsored: Categorical /Grants




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SPEC

IAL

EDU

CA

TIO

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Inclusive Practices

Targeted Audience: Early Implementer Site Teams (Caleb Greenwood, Jed Smith, Oak Ridge,

Sutterville, California, C.K. McClatchy) and Phase II RSP sites (H.W. Harkness, W.C. Wood, Rosa

Parks, JF Kennedy, Hiram Johnson)

Facilitator: Dr. Marilyn Friend

Sites new to Inclusive Practices and staff new to current Inclusive Practice sites or those

wanting to refresh their knowledge will receive a one day overview of inclusive practices and

the co-teaching strategies that are effective in this model. The second day will be an

instructional strategies session where participants will learn valuable, on the spot differentiated

accommodations to provide improved access for students with disabilities in the general

education setting.


August 15-16, 2012 8:30am-3:00pm 2 TBD

January 9-10, 2013 8:30am-3:00pm 2 School Site Visit

Please Note: Each participating site will receive weekly coaching support from the central office

in the form of an instructional coach, program specialist or inclusion specialist to provide

ongoing assistance in the implementation of inclusive practices on the site for 2012-2013.

Maximum number of participants: 25 per site

Possible Funding Sources: District sponsored: categorical and grant funds




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Working Together for Student Success

Targeted Audience: Pre-School-12 Teachers and Para-Professionals

Facilitator: Inclusion and Behavior Intervention Specialists

Are you a general education teacher who supports students with disabilities in your classroom?

Are you a Special Education Para-Professional? Then this training is for you. We will be

focusing on positive behavior management techniques, appropriate social skills,

accommodations in the classroom, sensory strategies, data collection and IEP implementation.

Outcomes: Participants will walk away with strategies for positive behavior management

techniques, appropriate social skills, accommodations and modifications, and other strategies

to promote student independence.

Dates for Series: Time No. of Days Location

August 23, 2012 8:30am-3:00pm 3 TBD

November, 2012 3:30pm-5:30pm TBD

(TBD – minimum day

Schedule)

March, 2013 3:30pm-5:30pm TBD

(TBD – minimum day

Schedule)


Possible Funding Sources: District sponsored: Categorical and Grant sponsored




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Quality IEP Development and Documentation – Setting Our Standard

Targeted Audience: Program Specialists – Special Education

Facilitator: Special Education Department Administrators and Guests

Program Specialists will receive professional learning in developing comprehensive and legally

defensible IEPs, as well as the department’s implementation of internal operating guidelines for

developing a coherent system of procedures to guide their work and effectively support school

sites to implement special education services for their students.

Outcomes: Participants will be able to develop a comprehensive and legally defensible IEP and

understand a systemic process for our internal operating systems. This learning will assist them

to be a more effective support at their assigned school sites.

Dates for Series: Time No. of Days Location

August 20-22, 2012 8:30am-3:30pm 3 Serna Center

September 24, 2012 3:30pm-5:30pm 1 Serna Center

November 27, 2012 3:30pm-5:30pm 1 Serna Center

February 1, 2013 3:30pm-5:30pm 1 Serna Center

April 8, 2013 3:30pm-5:30pm 1 Serna Center

Maximum number of participants: N/A





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Ipad Technology 101

Target Audience: Language, Speech and Hearing Specialists and Behavior Intervention

Specialists

Facilitator: Jeremy Predko Coordinator, Instructional Technology, Academic Office

Participants will receive an overview of the Ipad and its application for instruction in therapy

settings as well as a tool for data collection in the classroom.

Outcome: Participants will understand how to use the basic functions of the Ipad in order to

prepare them for additional professional learning opportunities specific to their field listed in

this catalog.


August 27, 2012 9:00am-12:00pm 1 Serna Center


using Augmentative and Assistive Technology in their therapy.






110 | P a g e R e v i s e d 1 / 1 5 / 1 3

Implementing iCommunication in the Classroom


Facilitator: Diagnostic Center

Participants will be provided an overview of the numerous Augmentative and Alternative

Communication (AAC) applications now available for the iPod Touch, iPhone and iPad, including

a comparison of features and options. Best practices for assessment and implementation will

be discussed.

Outcomes: Participants will gain insight into the use of a collaborative team approach; become

familiar with a variety of formal and informal tools for evaluating skill sets of students across

age and ability levels; be able to determine a feature match; be able to create an

implementation plan for use of AAC tools and strategies across environments.


August 31, 2012 9:00am- 12:00pm 1 TBD








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Ipad Application to Support Speech and Language Therapy

Targeted Audience: Language, Speech and Hearing Specialists

Facilitator: Linda Sullivan, M.S., CCC-SLP

Participants will be provided an overview of various applications to support articulation,

receptive and expressive language development goals and assessments to enhance speech and

language therapy

Outcomes: Participants will be able to utilize the iPad in a therapy setting to provide relevant

instruction in the above areas of speech and language.

Dates Time No. of Days Location

August 27, 2012 1:00pm-3:00pm 3 TBD

October 23, 2012 4:00 pm -5:30 pm TBD

January 22, 2013 4:00 pm -5:30 pm TBD








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Legally Defensible Assessments and Reports

Target Audience: School Psychologists and Psychologists on Educationally Related Mental

Health Teams

Facilitator: Dan Osher, Attorney, Lozano Smith

School Psychologists will be given an overview of up to date requirements for a legally

defensible psycho-educational assessment as well as requirements for documentation and data

collection.

Outcomes: Participants will be able to engage in a standardized method to conduct a psycho-

educational assessment and be able to write an assessment report that covers all areas of

suspected disability and recommendations for eligibility and services.

Dates Time No. of Days Location

August 28, 2012 8:30am-3:30pm 4 TBD

October 30, 2012 3:30pm -5:30pm TBD

January 29, 2013 3:30pm -5:30pm TBD

April 2, 2013 3:30pm -5:30 pm TBD


Possible Funding Sources: District Sponsored – Categorical and Grant funded




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Designated Instruction and Services (DIS) Providers – Legally Defensible

Assessments, Reports, Goals and Objectives and Progress Reports

Target Audience: Language, Speech and Hearing Specialists, Adapted Physical Education

Specialists, Vision Specialist(s), Orientation and Mobility Specialists, Home Hospital Instructors,

Behavior Intervention Specialists, Social Workers, Vocational Specialists, Workability Specialists,

Full Inclusion Specialists, Occupational Therapists, Physical Therapists and Educational

Technologist

Participants will be given an overview of up to date requirements for a legally defensible

assessment, as well as requirements for a legally defensible assessment report and other

documentation and data collection requirements.

Outcomes: Participants will use a standardized method for assessment and report writing

which is comprehensive and defensible. Participants will also understand the importance of the

implementation of the goals and objectives and provision of progress reports to notify parents

of their students’ progress towards IEP goals and academic standards.


September 5, 2012 8:30am-3:00pm 4 TBD

October 29, 2012 3:30 pm -5:30pm TBD

January 30, 2013 3:30pm -5:30pm TBD

March 27, 2013 3:30pm-5:30pm TBD


Possible Funding Sources: District Sponsored – Categorical and Grant funded




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Current Trends for the Language, Speech and Hearing Specialist in Treatment of

Childhood Language-Based Literacy Problems: Assessing Language and Literacy


Facilitator: Robert Pieretti, Ph.D., CCC-SLP

Participants will receive information on research based practices for assessments and

understand the links between language and literacy as well as their role in the identification of

language-based literacy disorders.

Outcome: Language, Speech and Hearing Specialists will be able to support instruction on their

sites by having a knowledge base about the links between language and literacy. They will be

able to utilize assessments and data to assist them to make decisions about next steps in a

language-based therapy setting.


September 18, 2012 3:00pm-6:00pm 3 TBD

October 16, 2012 3:00pm-6:00pm TBD

November 6, 2012 3:00pm-5:00pm TBD

Please note: Nov. 6th session – participants will be able to relate previously discussed topics

related to language, literacy and English Language Learners to current cases in the field.






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Navigating the Complex Rules of Special Education – How to Provide Innovation

While Maintaining Compliance

Target Audience: Principals, Assistant Principals

Facilitator: Becky Bryant, Director, Special Education Department

The laws and requirements of special education are complex and can be difficult to understand

and implement. Participants will gain up to date knowledge of requirements through the use of

case studies to identify strong and weak development of comprehensive IEPs, as well as

evidence of implementation and follow through that provides educational benefit for the

student with special needs.

Outcomes: Participants will increase their knowledge and understanding of the requirements

for special education and be able to connect their vision for providing innovative services to

students with special needs with the legal parameters that guide our services.


October 1, 2012 3:30pm-5:30pm 2 TBD

January 28, 2013 3:30pm-5:30pm TBD






2012 2013 professional learning opportunities · 2012 – 2013 professional learning opportunities...

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