2011 2012 professional development catalog€¦ · special thanks and appreciation to the awesome...

2011 – 2012 PROFESSIONAL DEVELOPMENT

CATALOG Revised 3/16/2012

Jonathan P. Raymond

Superintendent

Academic Office

Dr. Olivine Roberts, Chief Academic Officer

Beatriz Chaidez, Assistant Superintendent

of Curriculum & Instruction

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Table of Contents

Acknowledgements .............................................................................. 4

Letter from the Superintendent ............................................................ 5

Chief Academic Officer Foreword ......................................................... 6

Letter from the Assistant Superintendent, C&I ..................................... 7

Expectations ......................................................................................... 8

Registration Information ....................................................................... 9

Summer Sessions .................................................................................. 10

Assessments ......................................................................................... 19

Child Development ............................................................................... 28

Classroom Management ....................................................................... 35

Common Core – ELA ............................................................................. 38

Counselors ............................................................................................ 41

Data Inquiry .......................................................................................... 46

Differentiated Instruction ..................................................................... 49

English Language Learners .................................................................... 54

Equity .................................................................................................... 60

Family and Community Engagement (FACE) ......................................... 65

Gifted and Talented Education/Advanced Placement ........................... 80

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Health ................................................................................................... 87

Instructional Technology ....................................................................... 90

Integrated Support Services .................................................................. 97

Leadership ............................................................................................ 101

Librarians .............................................................................................. 114

Linked Learning/CTE ............................................................................. 118

Literacy ................................................................................................. 121

Mathematics ......................................................................................... 132

School Culture and Climate ................................................................... 141

School Quality Review........................................................................... 143

Special Education .................................................................................. 145

Youth Development .............................................................................. 152

Zangle ................................................................................................... 158

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Revision of sessions:

• Integrated Curriculum Design Series—Canceled ........................................................................................................................... Page 11

• Algebra I Project-Based Curriculum Training—Location changed .................................................................................................. Page 12

• Common Core Standards Cohort B—Date and location changed .................................................................................................. Page 16, 40

• Physical Fitness Test (PFT) Test Site Coordinator Training (3 or more years experience)—Date changed ..................................... Page 23

• Physical Fitness Test (PFT) Test Site Coordinator Training (1-3 years experience)—Date changed ............................................... Page 24

• Social Emotional Development for Early School Success—Date changed ...................................................................................... Page 29

• Language Development Training and Coaching Support—Date changed ...................................................................................... Page 30

• Common Core Standards Cohort A—Date and location changed .................................................................................................. Page 39

• Differentiated Instruction Cohort II—Additional date ................................................................................................................... Page 51

• Quality Teaching for English Learners (QTEL) for Teachers – Date changed .................................................................................. Page 55, 131

• Quality Teaching for English Learners (QTEL) for Classroom Support Staff—Canceled 11/8-9, 12/13-14 ..................................... Page 56

• Quality Teaching for English Learners (QTEL) for School Administrators—Date and Location changed ....................................... Page 57, 106

• Culturally and Linguistically Responsive (CLR) Teaching—Date changed ....................................................................................... Page 61

• Culturally and Linguistically Responsive (CLR) Coaching—Dates and location changed ................................................................ Page 62

• Leading Culturally and Linguistically Responsive (CLR) Teaching—Canceled last session .............................................................. Page 63, 102

• Culturally Proficient Leadership—Canceled ................................................................................................................................... Page 64, 103

• Introduction to Family and Community Engagement Office—Cancelled ....................................................................................... Page 66

• Understanding Federal Title I Requirements for Parental Involvement—Canceled 10/19/11 ....................................................... Page 67

• School-Family Relations: Working with Families to Raise Student Achievement—Canceled 1/23/12 ........................................... Page 68

• Organizing Schools for Achievement Focused Family-Community Relations—Canceled 11/17, 1/25/12 ..................................... Page 69

• Project Alert—Date, Time, No. of Day and Location changed ........................................................................................................ Page 18, 71, 154

• Gate Certificate—Location changed .............................................................................................................................................. Page 81

• Gate Articulation—Canceled .......................................................................................................................................................... Page 82

• Using SOAS Reports to Improve Learning—Canceled .................................................................................................................... Page 86, 113

• Safe Social Networking for Educators—Dated changed ................................................................................................................. Page 93

• IMeet—Canceled 2/13/12 session ................................................................................................................................................. Page 95

• Comprehensive Balanced Literacy Approach for School Leaders—Date changed ......................................................................... Page 104

• Reading and the Elementary School Librarian—Date and location changed ................................................................................. Page 115, 129

• Reading and the Secondary School Librarian—Date and location changed ................................................................................... Page 116, 130

• Comprehensive Balanced Literacy Approach (Prescho0l-Grade 2)—Date changed ....................................................................... Page 122

• Comprehensive Balanced Literacy Approach (Grades 3-6)—Date changed ................................................................................... Page 123

• Academic Literacy: “The Words are Just the Tips of the Iceberg”—Date changed ........................................................................ Page 124

• Area 3 Writing Project: Strategies for Writing Instruction in the Elem. Classroom (Grades K-1)—Date, time, location changed .. Page 125

• Area 3 Writing Project: Strategies for Writing Instruction in the Elem. Classroom (Grades 2-3)—Date, time, location changed .. Page 126

• Area 3 Writing Project: Write from the Start (Grades 4-6)—Date, time changed .......................................................................... Page 127

• Building Conceptual Understanding of Mathematics—Location changed ..................................................................................... Page 134

• Integrating Manipulative into Mathematics Instruction—Location changed................................................................................. Page 135

• Middle Level Mathematics—Dates and time changed ................................................................................................................... Page 137

• Raising the Academic Rigor While Meeting the Unique Needs of Students—Canceled 3/21/12................................................... Page 147

• Zangle SBRC Report Card Training—Canceled 10/19/2011 ............................................................................................................ Page 96, 159

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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

“A Focus on Learning”

To realize our vision of ensuring that our students are fully prepared for college and

career, it is imperative that Sacramento City Unified School District provides numerous

opportunities to expand the professional repertoire of our administrators and teachers.

Research indicates that professional development is the linchpin to continuous school

improvement. Ernest Boyer captured the essence of its importance by stating, “When

you talk about school improvement, you are talking about people improvement. That’s

the only way to improve schools.” Professional development is focused on the

improvement of student learning through the improvement of the knowledge and skill

of educators.

Hence, our Academic Office team members have crafted a high quality professional

program that is derived from needs assessments and analysis of student learning of

specific content and that is ongoing with follow-up opportunities, models effective

practices, and uses assessments to guide and monitor progress. The learning

opportunities afforded through the program intimately connect to every aspect of

school practice: thinking curriculum, intentional instructional practices, assessment for

learning, and lesson design.

With a strong focus on learning, the program is designed to foster a culture of learning

by deepening each teacher’s subject matter knowledge, as well as expanding his/her

pedagogical toolkit. As a result of participating in the program, every teacher will help

to promote and nurture a community of learners in which one’s individual learning is

not only enriched, but the district as a whole is enhanced.

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“The main hope of a nation lies in the proper education of its youth.” Erasmus

Each one of us can recollect a vivid memory of a learning experience; the moment we became drawn

to literature, math, science or history. That love for learning drew some of us into the education

profession. We quickly became aware of the fact that learning is an on-going process. In order to

keep abreast of skills needed in an ever-changing society we must be life-long learners.

I find the opportunity to engage in new learning exciting. What is even more exciting is the potential

impact of this learning for students. The Academic Office is committed to providing you with

professional development resources that will best equip you in today’s educational world. We cannot

solely utilize the skill sets and teaching practices of the teachers from our past because the world of

our childhood is not the world our children find themselves in today.

With that spirit in mind, the Academic Office has thoughtfully put together a host of professional

development offerings. If the Academic Office can provide help in any way, please be sure to contact

us.

Beatriz Chaidez Assistant Superintendent Curriculum and Instruction

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Expectations of Individual Participants / Site Participation when selecting

professional development:

1) Sites will 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.

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To Register for a Course:

Log on to ero.eschoolsolutions.com or call the toll-free telephone number below

Organization ID #: 14906

User ID #: (can be found on your pay check stub on the top left corner under

“Employee ID”)

PIN #: Last 4 digits of your SS#

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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Integrated Curriculum Design Series

Targeted Audience: Linked Learning Pathway Leads, Teachers, Administrators, and Support Staff

Presenters: Billie Donegan, Theron Cosgrave, Buck Institute, ConnectEd Curriculum & Assessment Experts The Integrated Curriculum Design Series will ground Linked Learning Pathway team members with ConnectEd’s (The California Center for College and Career) framework of integrated instruction, which refers to lessons that are designed and delivered via a multidisciplinary team and make meaningful connections for students across subject areas. English, mathematics, science, social studies, and career technical teachers collaborate to plan and present these lessons that center around a career-themed issue or problem. The following topics will be addressed during the training series:

• Standards-Aligned Curriculum • Assessment and Performance Mapping • Project-Based Learning • Work Based Learning

Pathway teams will have several days to collaborate and develop multi-disciplinary integrated curriculum units. Follow-up support will take place during regular individual pathway meetings and district-wide pathway meetings throughout the 2011-2012 school-year. Outcomes: Pathway teams will develop standards-based, multi-disciplinary integrated curriculum units.

Canceled Date Time No. of Days Location July 11-12, 2011 8:30 am - 3:30 pm 4 Serna, Michigan/Minnesota July 21-22, 2011 Maximum number of participants: 50 Possible Funding Sources: District Sponsored: Grants, Categorical Funds

Contact: [email protected]

These sessions will not count towards Common Planning Time (CPT)


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Algebra I Project-Based Curriculum Training

Targeted Audience: Algebra I Teachers and Math Training Specialists

Facilitator: ConnectEd Curriculum Experts: Pier Sun Ho, Steve Harmon, Larry Lee This four-day workshop prepares Algebra I teachers to implement standards-based, drop-in curriculum units for Algebra I courses through hands-on, problem-based instruction. These units can be used to deliver and/or reinforce major Algebra I topics, including solving and graphing linear and quadratic equations, rational expressions, exponents, and polynomials.

Outcomes: Participants will receive the Algebra I Project-Based Curriculum Units and the necessary knowledge and resources to implement the units in their Algebra I classrooms.

Revised Date Time No. of Days Location August 16-19, 2011 8:30 am -3:30 pm 4 School of Engineering and Sciences Maximum number of participants: 32 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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Formative Assessment in the CTE Classroom

Targeted Audience: ROP and CTE Teachers Only

Facilitator: Billie Donegan

The July 13 session is a day with Billie Donegan focusing on formative assessments and grading policies specific to “hands-on” teaching and learning. July 20, 27, August 3, 10 are each two-hour sessions of instruction and practice that will reinforce specific “checking for understanding” techniques. Text: Checking for Understanding, by Fisher & Frey

Coaching and support will be on-going in CTE/ROP classrooms.

Outcomes: Participants will receive tools and strategies designed to support CTE/ROP teachers as they develop formative assessments that link academic content with broad industry themes.

Date Time No. of Days Location July 13, 2011 8:00 am - 3:30 pm 5 Serna, Michigan July 20, 2011 9:00 - 11:00 am Serna, Kentucky July 27, 2011 9:00 - 11:00 am Serna, Kentucky

August 3, 2011 9:00 - 11:00 am Serna, Kentucky

August 10, 2011 9:00 - 11:00 am Serna, Kentucky

Maximum number of participants: 30

Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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FIRST Lego League (FLL) Coaches Training

Targeted Audience: First Lego League Coaches (FLL) Only

Facilitator: Annette Lane

This training is for middle school FLL coaches—one teacher per middle school. This is part of a week- long FLL student camp. Annette Lane and her staff from the “Warrior Borg” FRC program will be conducting this training and camp.

Outcomes: Current FLL Coaches will receive this year’s specifications from Annett Lane, as they

prepare for this season’s activities.

Date Time No. of Days Location

August 3, 2011 1:00 - 5:00 pm 1 SES-Room C11




FIRST Robotics Coaches (FRC) Camp

Targeted Audience: FRC Coaches Only

Facilitator:

This is a three-day training designed specifically for current and potential FRC coaches and assistant coaches. Specific sessions on pneumatics, programming and control systems will be part of this training.

Outcomes: Current and future FRC coaches will refine their content skills around pneumatics,

programming and control systems.


August 8-10, 2011 8:00 am - 5:00 pm 3 SES-Room C11







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FIRST Tech Challenge (FTC)

Targeted Audience: FTC Coaches Only

Facilitator:

This training is for new FTC coaches. Training will be conducted by the FTC CA state leads.

Outcomes:

Date Time No. of Days Location August 11-12, 2011 8:00 am - 5:00 pm 3 SES-Room C11 Maximum number of participants: 5

Possible Funding Sources: District sponsored


Common Core Standards Cohort A

Targeted Audience: PreK-12 ELA Teachers (2010-2011 Work Team)

Facilitator: Matt Hall

This series addresses the English Language Arts (ELA) Common Core Standards. Participants will gain knowledge of the designated ELA standards by examining the standard (content and cognitive demand), building curriculum and using instructional strategies that infuse 21st Century skills, and developing performance-based assessments linked to the standards. Teacher-leaders will enhance their own professional competence and skill in integrating the Common Core Standards.

Outcomes: Participants will develop performance-based benchmark assessments linked to the standards.

Date Time No. of Days Location August 8-9, 2011 8:30 am – 3:30 pm 2 Serna, Tenn/Penn Maximum number of participants: 100

Possible Funding Sources: District sponsored: Categorical Funds





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Common Core Standards Cohort B

Targeted Audience: PreK-12 ELA Teachers (pre-identified early implementation sites)


Grade level team leaders from pre-identified early implementation sites will gain a deep understanding of the English language arts (ELA) Common Core standards and how those standards will impact their instruction, as well as how the standards can be assessed. Teachers will engage in the process of examining the standards and designing rigorous curricula and assessments. 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.

Revised Date Time No. of Days Location August 24-26, 2011 8:30 am – 3:30 pm 3 Various, see below

School Type Schools Location

Elementary Schools MLK, Caroline Wenzel, CP Huntington,

Freeport, H. W. Harkness, Pony Express, Fruit

Ridge, John Still, Parkway, Camellia, Earl

Warren, E. I. Baker, Golden Empire, James

Marshall, Father Keith B Kenny

Serna Center, All Community

Rooms

Middle/High Schools Cal Middle, Sutter Middle, Einstein, Rosa

Parks, JFK, Health Professions, Rosemont

Sutter Middle School






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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 2, 2011 1:00 – 3:00 pm 1 Serna, Training Rooms

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




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Project Alert

Targeted Audience: Middle School Teachers and Counselors (Must commit to provide TUPE services to Middle School students)

Facilitator: Project Alert Trainer

Teachers will be trained to provide Project Alert curriculum over 11 weeks in 7th grade and in 3 booster sessions in 8th grade. Each Project Alert session is 1 hour long and will be administered during science, health or PE.

Outcomes: Higher student awareness of the dangers of tobacco and other drugs. 3% decline in tobacco related suspensions. 2% increase in the number of students who think tobacco is harmful as measured by the California Healthy Kids Survey (CHKS)

Revised Date Time No. of Days Location August 24, 2011 9:00 am – 3:00 pm 1 George Sim

Community Center Maximum number of participants: 50

Possible Funding Sources: TUPE




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ASS

ESSM

ENTS

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STAR Search in Data Director 4.0 (STAR Post-Test Training)

Targeted Audience: Principals and STAR Test Site Coordinators

Facilitator: Mao Vang & Melody Hartman

Participants will learn how to use new functions of Data Director 4.0 (on-line data management and

reporting system) while reviewing their 2010-11 Standardized Testing and Reporting (STAR) data

reports. They will also learn to make customized reports and receive access to a PowerPoint to use to

share their STAR and other assessment and accountability data with their school staff.

Outcomes: Participants will be able to use Data Director 4.0 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 Time No. of Days Location August 8, 2011 9:00 - 11:00 am 1 Serna, Training Rooms August 9, 2011 9:00 - 11:00 am 1 Serna, Training Rooms August 11, 2011 2:00 - 4:00 pm 1 Serna, Training Rooms August 16, 2011 9:00 - 11:00 am 1 Serna, Training Rooms August 17, 2011 2:00 - 4:00 pm 1 Serna, Training Rooms August 19, 2011 9:00 - 11:00 am 1 Serna, Training Rooms


Contact: [email protected] These sessions will not count towards Common Planning Time (CPT).


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CELDT Test Site Coordinator Training for 2011-12 (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 2011.

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 22, 2011 12:45-2:30 pm (Elementary, K8, Middle Schools) 1 Serna, Training Rooms August 22, 2011 2:45-4:00 pm (High Schools) 1 Serna, Training Rooms Maximum number of participants: 30 Possible Funding Sources:




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CAHSEE Test Site Coordinator Training

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).


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


Date Time No. of Days Location September 14, 2011 3:30 - 4:30 pm 1 Serna, Kansas September 15, 2011 9:00 - 10:00 am 1 Serna, Kansas Maximum number of participants: 10




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Physical Fitness Test (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.

Revised Date

Time

No. of Days

Location

January 25, 2012 4:00-6:00 PM 1 TBD Maximum number of participants: 40




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Physical Fitness Test (PFT) Test Coordinator Training (1-3 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.

Revised Date

Time

No. of Days

Location

February 1, 2012 4:00 - 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 15, 2012 3:30-5:30 PM (K8 & Middle Schools) 1 Serna, Montana February 16, 2012 9:00-11:00 AM (K8 & Middle Schools) 1 Serna, Montana February 16, 2012 3:30-5:30 PM (High Schools) 1 Serna, Montana February 17, 2012 9:00-11:00 AM (High Schools) 1 Serna, Montana February 8, 2012 3:30-5:30 PM (Elementary Schools) 1 Serna, Penn/Tenn February 22, 2012 3:30-5:30 PM (Elementary Schools) 1 Serna, Penn/Tenn Maximum number of participants: Montana Room (22 persons); PA/TN (120 persons)




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CELDT Test Site Coordinator Training for 2012-13 (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 May 30, 2012 9:00 - 11:30 am (Elementary, K8, Middle Schools) 1 TBD May 30, 2012 1:00 - 3:00 pm (High Schools) 1 TBD Maximum number of participants: 30




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CELDT Test Site Coordinator Training for 2012-13 (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 May 31, 2012 9:00 - 10:30 am (Elementary, K8, Middle Schools) 1 TBD May 31, 2012 1:30 - 3:00 pm (Elementary, K8, Middle Schools) 1 TBD June 1, 2012 9:00 - 10:30 am (High Schools) 1 TBD June 1, 2012 1:30 - 3:00 pm (High Schools) 1 TBD Maximum number of participants: 30

Possible Funding Sources:




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CH

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Social Emotional Development for Early School Success

Targeted Audience: Preschool Teaching Staff

Facilitator: TBD

The Center on the Social Emotional Foundation for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. Teachers will receive training on the CSEFEL Pyramid Model framework with a focus on positive social and emotional teaching strategies, implementing classroom prevention practices and helping children build positive relationships.

Outcomes: Participants will learn strategies that can be used to build positive relationships with children, families and colleagues.

Revised Date Time No. of Days Location September 16, 2011 and November 18, 2011

8:00 – 11:00 am and 12:30 – 3:30 pm (repeating workshop)

2 Serna, Penn/Tenn


Possible Funding Sources: Head Start




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Language Development Training and Coaching Support

Targeted Audience: Preschool Teaching Staff and Resource Teachers

Facilitator: Theresa Roberts

Teachers will receive training on strategies that increase children’s language and literacy learning and development, and methods for utilizing progress monitoring and/or formative assessments in order to measure key benchmarks (including oral language and vocabulary development, alphabetic and word knowledge, and phonological awareness).

Coaching and Mentoring support for the language development training will be provided to teaching staff by Resource Teachers and Sacramento Employment and Training Agency (SETA) Coaches.

Outcomes: Participants will be able to use continuous progress monitoring and/or assessments to plan for language and literacy instruction.

Revised Date Time No. of Days Location October 14, 2011 December 9, 2011 January 13, 2012


3 Serna, Penn/Tenn






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Preschool Math – Number Sense Teacher Training and Coaching Support

Targeted Audience: Preschool Teaching Staff, Resource Teachers

Facilitator: TBD

Counting builds a foundation for children’s future understanding of mathematics, and this basic skill becomes the reference point as children learn to manipulate larger quantities in the future. Teachers will receive in-depth training in the area of Number Sense – aspects of counting; sequence of numbers, one-to-one correspondence, cardinality, and number relationships in children’s everyday environment.

Ongoing Coaching/Mentoring support for the number sense training will be provided to teaching staff by Resource Teachers and Sacramento Employment and Training Agency (SETA’s) mentor/coach project.

Outcomes: Participants will expand their knowledge of number sense and incorporated math

opportunities during daily activities and interactions with children.

Date Time No. of Days Location February 10, 2012 March 9, 2012


2 Serna, Penn/Tenn






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Social Emotional Development for Early School Success Targeted Audience: Infant Toddler Staff

Facilitator: TBD

The Center on the Social Emotional Foundation for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. Teachers will receive training on the CSEFEL Pyramid Model framework with a focus on positive social and emotional teaching strategies, implementing classroom prevention practices and helping children build positive relationships.

Outcomes: Participants will learn strategies that can be used to build positive relationships with children, families and colleagues.


November 4, 2011 1:00 – 3:30 pm 1 Capital City Maximum number of participants: 30

Possible Funding Sources: Early Head Start




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Supporting Parents as Partners

Targeted Audience: All Early Head Time Home Visitors

Facilitator: Linda Kimora Home Visitors will be trained on enriching group socialization experiences by connecting curriculum and each child’s individual development plan. The presenter, Linda Kimora, author of “Babies Can’t Wait,” will emphasize supporting parents as partners in their children’s education. Outcomes: Participants will learn strategies to enhance group socializations and early literacy

development for infants and toddlers.


August 24-26, 2011 8:30 am - 4:00 pm 3 Capital City






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Infant Toddler Learning and Development Foundations

Targeted Audience: All Infant/Toddler Teaching Staff

Facilitator: TBD

Teachers will receive training on the new California Infant/Toddler Learning and Development Foundations that promote School Readiness Skills through support of Social, Emotional, Language, Cognitive and Physical Development.

Outcomes: Participants will expand their knowledge of the Infant/Toddler Learning and

Development Foundations.

Date Time No. of Days Location November 18, 2011 1:00 – 3:30 pm 4 Hiram Johnson

January 26, 2012 1:00 – 3:30 pm

April 13, 2012 1:00 – 3:30 pm

June 15, 2012 8:30 am – 2:30 pm






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Practical Behavior Management

Targeted Audience: Site Administrators, K-12 Teachers (including Special Education, GATE, EL and

CTE)

Facilitator: Aaron Stabel

This workshop presents practical techniques on how to change tantrum and defiance into communication and

cooperation. Participants will learn to:

Understand the motivation behind a problem behavior

Prevent the problem from occurring in the first place

Teach cooperation and appropriate communication

Encourage respect and good behavior

Use effective strategies when responding to problem behaviors

Outcomes: Participants will learn why establishing a positive classroom climate is the best way to teach and manage student behavior. Participants will learn a variety of practical and effective reinforcement strategies and be able to recognize potential behaviors and use relevant techniques to calm and de-escalate problem situations.

Date Time No. of Days Location October 4, 2011 October 24, 2011 November 29, 2011 January 10, 2012 March 7, 2012

3:30 – 6:30 pm 5 Serna, All Community Rooms






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Working Together for Student Success

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

Facilitator: Inclusion and Behavioral 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 behavior management, social skills, accommodations in the classroom, sensory strategies, data collection and IEP implementation, including basic Autism awareness.

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 17, 2011 8:30 am – 3:00 pm

3 Caleb Greenwood

November, 2011 (2 days – TBD minimum days)

3:30 – 5:30 pm Para-professionals Teachers

Serna, All Community Rooms

March, 2012 (2 days – TBD minimum days)








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Common Core Standards Cohort A

Targeted Audience: PreK-12 ELA Teachers (2010-2011 Work Team)


This series addresses the English Language Arts (ELA) Common Core Standards. Participants will gain knowledge of the designated ELA standards by examining the standard (content and cognitive demand), building curriculum and using instructional strategies that infuse 21st Century skills, and developing performance-based assessments linked to the standards. Teacher-leaders will enhance their own professional competence and skill in integrating the Common Core Standards.

Outcomes: Participants will develop performance-based benchmark assessments linked to the standards.

Revised Date Time No. of Days Location August 8-9, 2011 8:30 am – 3:30 pm 2 Serna, Tenn/Penn October 21, 2011 8:30 am – 3:30 pm 6 A Warren McClaskey,

Multi-purpose Room December 16, 2011 Serna, Room TBA January 20, 2012 Serna, Tenn/Penn February 24, 2012 Serna, Tenn/Penn March 23, 2012 Serna, Tenn/Penn May 18, 2012 Serna, Tenn/Penn Maximum number of participants: 100





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Common Core Standards Cohort B

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


Grade level team leaders from pre-identified early implementation sites will gain a deep understanding of the English language arts (ELA) Common Core standards and how those standards will impact their instruction, as well as how the standards can be assessed. Teachers will engage in the process of examining the standards and designing rigorous curricula and assessments. 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.

Revised Date Time No. of Days Location August 24-26, 2011 8:30 am – 3:30 pm 3 Various, see below

School Type Schools Location

Elementary Schools MLK, Caroline Wenzel, CP Huntington, Freeport, H.

W. Harkness, Pony Express, Fruit Ridge, John Still,

Parkway, Camellia, Earl Warren, E. I. Baker, Golden

Empire, James Marshall, Father Keith B Kenny

Serna Center, All Community

Rooms

Middle/High Schools Cal Middle, Sutter Middle, Einstein, Rosa Parks,

JFK, Health Professions, Rosemont

Sutter Middle School

Date Time No. of Days Location October 19, 2011 8:30 am – 3:30 pm 6 A Warren McClaskey, Multi-

purpose Room December 20, 2011 Serna, Room TBA January 31, 2012 Serna, Mich/Minn/Penn/Tenn February 22, 2012 Serna. Mich/Minn/Penn March 14, 2012 Serna, Penn/Tenn May 23, 2012 Serna, Mich/Minn/Penn

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

Contact: [email protected] These sessions will not count towards Common Planning Time (CPT)


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Professional Development for School Counselors

Targeted Audience: Middle and High School Counselors

Facilitator: American School Counselors Association

Participants will work systemically and individually on leadership, advocacy, teaming and collaboration, and use of data to help schools achieve educational equity and excellence for all students.

Outcomes: By the end of the primary sessions, participants will develop an action plan that they will implement in their building or district. By the end of the cumulative professional development experience participants will present data demonstrating how student achievement has improved because of school counseling program activities aligned with the school’s academic goals.

Date Time No. of Days Location September 30, 2011 8:30 am - 3:30 pm 1 Serna, Montana October 28, 2011 8:30 am - 3:30 pm 1 Serna, Montana Ongoing Counselor Mtg As Per Counselor Mtg. Sched. 10 School Sites Maximum number of participants: 35

Possible Funding Sources: District Sponsored: Grant Funded




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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 12, 2011 9:00 am – 12:00 pm 1 Sac City College

Maximum number of participants: unlimited




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Advanced Placement Potential

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 Start No. of Days Location January 17, 2012 3:00 - 5:00 pm 1 Maximum number of participants: 30 Possible Funding Source: EIA-SCE, SLC Cohort 8



Serna, Training Rooms


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Using SOAS Reports to Improve Learning

Targeted Audience: Department Chairs, Advanced Placement Counselors/Coordinators and high school administrators

Facilitator: College Board Learn to shape instructional goals through the use of standard and optional PSAT reports. The reports include: Score Report Plus, Summary Reports, Summary of Answers and Skills (SOAS), AP Potential, and the comprehensive student data on CD. Participants will be provided with a PSAT Overview, time to analyze results and identify curricular and academic strengths and weaknesses, guidance to interpret data effectively, and to spot disparities between your school/students and comparable student groups. Outcomes: Shaping instructional goals by identifying curricular strengths and weaknesses based on PSAT reports will result in improved student success.

Date Time No. of Days Location February 14, 2012 3:00 – 5:00 pm 1 Serna, Kentucky





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Instructional Rounds

Targeted Audience: Data Inquiry Cohorts

Facilitator: Rochelle Herring-Peniston

As we continue to embark upon this journey of continuous improvement, the Data Inquiry methodology has

been a key lever for change across the district. This process is integrated throughout our major initiatives such

as Common Planning Time (CPT) and the adoption of the Common Core Standards, and has positively impacted

both teacher and student learning. As a result, we are poised and ready to move to the next phase, which is

the implementation of instructional rounds. This form of professional learning, which is similar to the model

used by physicians, will afford the Data Inquiry cohorts the opportunity to collectively use “a set of protocols

and processes for observing, examining, analyzing, and discussing instruction that can be used to improve

student learning at scale.”

Outcomes: Through this process, administrators and teachers will deepen their understanding of high-

quality instruction and work collaboratively to improve classroom practice by making “rounds” focused on a

common learner-centered problem or a problem of practice.

Date Time No. of Days Location August 15-16, 2011 (Cohorts 1-4) August 17, 2011 (Cohorts 1-4) August 17, 2011 (Cohorts 5-8) August 18-19. 2011 (Cohorts 5-8)

8:30 am – 3:30 pm 8:30 – 11:30 am 12:00 – 3:30 pm 8:30 am – 3:30 pm

2 ½


Additional Sessions: TBD 4

Maximum number of participants: 60 per Cohort



These sessions are mandatory for principals



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Data Inquiry Support

Target Audience: K-12 Teachers (including Special Education)

Facilitator: Academic Office Instructional Support Team

In this professional development series, participants will deepen their understanding of the Data Inquiry process. Participants will examine multiple data points such as student work samples from classwork and homework assignments, standardized test scores, and other classroom data to identify a learner-centered problem. Participants will identify the problem of practice to improve student learning and engage in school-wide conversations that will enhance their schools’ ability to foster collaboration, identify and address obstacles to student learning, and strengthen instructional practice. Teachers will be afforded the opportunity to collaborate with their peers and will meet by grade level in grades K-6 and by department in grades 7-12.

Date Time No. of Days Location September 19, 2011 October 17, 2011 December 6, 2011 January 23, 2012

3:30 – 5:30 pm 8 Serna, Penn/Tenn Serna, Penn/Tenn Serna, Penn/Tenn Serna, Penn/Tenn

February 7, 2012 Serna, Mich/Minn & Penn

March 6, 2012 May 21, 2012 June 12, 2012

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





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Differentiated Instruction Cohort I – Year 2

Targeted Audience: Teachers who have completed the 2010-2011 Differentiated instruction Series

Facilitator: Huck Fitterer

This series is intended for participants who have completed the 2010-2011 year of Differentiated Instruction Professional Development. These sessions will enable teachers to continue expanding learning opportunities for all students by offering varied learning experiences. Participants will add new instructional strategies to their “tool kits,” focused on introducing and reinforcing techniques to help them address the essentials of curriculum, intentional teaching, and use of assessment as a critical tool to inform instruction and the development of differentiated units of study.

Outcomes: Implementation of the essentials of curriculum, intentional teaching, use of assessment

as a tool to guide instruction, and proactively planning for learner differences will support student

success.


October 3, 2011 8:30 am - 3:30 pm 3 Serna –Mich/Minn &

November 7, 2011 Penn January 23, 2012


Possible Funding Sources: Title I




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Differentiated Instruction Cohort II

Targeted Audience: All K-6 teachers, including General Education, Special Education, GATE

Facilitator: Huck Fitterer These sessions will enable K-6 grade teachers to continue expanding learning opportunities for all

students by offering varied learning experiences. Participants will add new instructional strategies to

their “tool kits,” focused on introducing and reinforcing techniques to help them address the

essentials of curriculum, intentional teaching, and use of assessment as a critical tool to inform

instruction.

Outcomes: Implementation of the essentials of curriculum, intentional teaching, use of assessment

as a tool to guide instruction, and proactively planning for learner.

Revised Date Time No. of Days Location October 5, 2011 8:30 am - 3:30 pm 3 Genesis November 9, 2011 Serna, Mich/Minn &

Penn

January 24, 2012 Serna, Mich/Minn &

Penn






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Differentiated Instruction Cohort III

Targeted Audience: All 7-12 teachers including General Education, Special Education, GATE

Facilitator: Huck Fitterer These sessions will enable teachers to continue expanding learning opportunities for all students by offering varied learning experiences. Participants will add new instructional strategies to their “tool kits,” focused on introducing and reinforcing techniques to help them address the essentials of curriculum, intentional teaching, and use of assessment as a critical tool to inform instruction. Outcomes: Implementation of the essentials of curriculum, intentional teaching, use of assessment

as a tool to guide instruction, and proactively planning for learner.


October 6, 2011 8:30 am - 3:30 pm 3 Serna, California November 10, 2011 Serna, Pennsylvania

January 25, 2012 Serna, Pennsylvania






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Differentiated Instruction Leadership

Targeted Audience: K-12 Principals


These sessions will enable principals to provide support to teachers and ensure accountability for their growth in differentiation thus, fostering systemic implementation of the differentiation instructional approach. Participants will examine the hallmarks of effective differentiation based on common definitions and how to recognize it in their teachers’ classrooms. Emphasis will be on techniques to help them address the essentials of curriculum, intentional teaching, and use of assessment as a critical tool to inform instruction.

Outcomes: Principals will effectively observe and support the application of the essentials of

curriculum, intentional teaching, and use of assessment as a tool to guide instruction, and proactive

planning for learner differences.


October 4, 2011 8:30 - 11:30 am 4 Serna, Kentucky November 8, 2011 8:30 - 11:30 am January 23, 2012 12:30 – 3:30 pm February 21, 2012 8:30 - 11:30 am






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Quality Teaching for English Learners (QTEL) for Teachers

Targeted Audience: K-6 Teachers and 7-12 Teachers

Facilitators: Mary Schmida, PhD and Nanette Koelsch

This is a five-day foundational professional development institute in English language arts. The institute develops participants’ expertise in scaffolding language arts instruction for student development of academic uses of English. Emphasis is given to understanding how the explicit teaching of different genres used in English language arts can be conducted successfully; developing students’ oracy; building their schema and metalinguistic awareness; and understanding the genre affordances of fiction and nonfiction texts.

Outcomes: Participants will

Be able to scaffold the reading of a variety of genres in English, ranging from canonic literature to informational texts;

Understand how to develop students’ capacity to communicate orally and in their writing understanding of disciplinary elements and techniques used in literary and informational texts;

Create lesson and/or unit plans that incorporate texts from a variety of genres, modeling “high challenge and high support lessons”.

Revised For K-6 Teachers: Date - Saturdays Time No. of Days Location September 24, 2011 October 8, 2011 October 22, 2011 November 5, 2011 December 10, 2011

9:00 am – 3:00 pm 5 Serna, Mich/Minn & Penn

For 7-12 Teachers: Date - Saturdays Time No. of Days Location October 8, 2011 October 22, 2011 November 5, 2011 December 10, 2011 New date – TBD

9:00 am – 3:00 pm 5 Serna, Mich/Minn & Penn TBD


Possible Funding Sources: District Sponsored: Categorical Funds




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Quality Teaching for English Learners (QTEL) for Classroom Support Staff

Targeted Audience: Training Specialists and Coaches

Facilitator: Leslie Hamburger

This four-full-day training is segmented into eight three-hour block of instructional leadership institutes to develop teacher leaders ’ expertise to support teachers of ELs and other linguistic minorities to enact quality instruction for students. Participants will be able to model instruction for their peers that demonstrates effective implementation of pedagogical strategies, and structure and lead professional learning community (PLC) meetings focused on improving the education of English learners. During the institute participants will develop an understanding of:

Processes for second language acquisition in the disciplines; Characteristics of teaching practices that are productive in the academic language

development of English learners and other language minority students; Pedagogical features of teaching practices that provide both high intellectual challenge and

high levels of language support for ELs and other students needing to develop academic language proficiency;

Attitudes, knowledge, and dispositions that enable teachers to work effectively with diverse student populations; and

Methods to develop teacher knowledge and pedagogical expertise, including the development of three types of reflection: anticipatory, interactive, and reflective.

Outcomes: This work will support PLCs to address the ongoing monitoring of student progress, the selection and implementation of effective instructional strategies to engage all learners in rigorous academic work, and the creation of classroom conditions that are conducive to high achievement for English learners.

Canceled: 11/8, 11/9, 12/13 & 12/14 sessions Date Time No. of Days Location September 27, 2011 September 28, 2011 October 11, 2011 October 12, 2011 November 8, 2011 November 9, 2011 December 13, 2011 December 14, 2011

3:30 - 6:30 p.m. 8 Serna, Pennsylvania Serna, Pennsylvania Serna, Pennsylvania Serna, Kentucky Serna, Mich/Minn Serna, Kentucky Serna, Mich/Minn Serna, Mich/Minn

Maximum number of participants: 25 Possible Funding Sources: District Sponsored: Categorical Funds




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Quality Teaching for English Learners (QTEL) for School Administrators


Facilitator: Aida Walqui, PhD

The QTEL instructional leadership institutes will provide site administrators opportunities to continue

the development of their knowledge and skills in promoting and supporting quality instruction for all

students with a focus on English learners through a two-day professional development institute.

Participants will understand QTEL theory, principles and tools, understand how to support teachers in

the implementation of quality instruction for linguistic minority students, and enhance expertise in

structuring school programs for rigorous academic and linguistic instruction for English learners.

Participants will enhance skills in observing classroom instruction, conducting coaching conversations

with teachers and monitoring instruction to ensure program implementation, success, and

sustainability.

Outcomes: Principals will:

Continue to develop and articulate a vision for quality teaching for English learners based on the information presented.

Recognize and promote quality teaching for all students with English learners at the center.

Understand how to support teachers in their work to make classes rigorous and accelerated.

Revised Date Time No. of Days Location October 24, 2011 January 24, 2012

9:00 am - 3:00 pm 2 Serna, Indiana Serna, Tennessee






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0ELD: Teaching English Learners the Elements of Language Acquisition for Academic Success

Targeted Audience: All Teachers

Facilitator: Johanna Kirkman and James Jarvis

These sessions will provide a systematic instructional framework designed to develop the English

language proficiency of English learners. Participants will interact with practical instructional and

assessment strategies built on a strong foundation of second language acquisition principles that

maximize students’ performance potential at every level of development.

Outcomes:

Participants will gain strategies to enhance their lesson design for teaching ELD.

Date Time No. of Days Location October 11, 2011 December 6, 2011 February 7, 2012

3:30 – 6:30 pm 3 Rosemont High School, Library


Possible Funding Sources: Title I and EIA-LEP




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Integration of ELL Strategies within the Content Areas

Targeted Audience: All Teachers

Facilitator: Stephanie Lee, Donald Lee, and Tiffany Wilson

These sessions will equip participants with a variety of research-based strategies for developing English-language learners’ content knowledge, and use of the academic language associated with the core areas. Participants will explore instructional practices that will help them scaffold content and language instruction; hence, making their content more accessible and comprehensible for English Language Learners.

Outcomes: Participants will gain strategies to enhance their lesson design for teaching the content

subjects.

Date Time No. of Days Location October 12, 2011 December 7, 2011 February 8, 2012

3:30 – 6:30 pm 3 McClatchy High School, Library


Possible Funding Sources: Title I and EIA-LEP




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EQU

ITY

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Culturally and Linguistically Responsive (CLR) Teaching

Targeted Audience: Middle and High School Teacher Cohort

Facilitator: Dr. Sharroky Hollie

Participants will build and expand their knowledge of effective instructional strategies for teaching and learning in increasingly culturally and linguistically diverse classrooms. The sessions will focus on understanding the theoretical underpinnings of culturally and linguistically responsive teaching as well as effective culturally responsive engagement strategies, classroom management, and literacy instruction.

Outcomes: Participants will:

Practice culturally and linguistically responsive student engagement, classroom management, and literacy strategies

Create lesson plans incorporating the use of culturally and linguistically responsive student engagement, classroom management, and literacy strategies

Revised Date Time No. of Days Location

November 16, 2011 8:30 am – 3:00 pm 4 Serna, Mich/Minn Room

November 17, 2011 Serna, California Room

January 17, 2012 Serna, Penn/Tenn Room

February 16, 2012 TBD

Maximum Number of Participants: 50





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Culturally and Linguistically Responsive (CLR) Coaching

Targeted Audience: Elementary and Secondary Teachers and Training Specialists Previously Trained

In Culturally and Linguistically Responsive Teaching


Participants will deepen their knowledge, skill, and capacity to support their peers with the implementation of culturally and linguistically responsive teaching. Participants will learn strategies for supporting teachers through collaborative planning, demo lessons, and coaching and feedback. Participation in these sessions is through an application process. Applicants must have participated in the foundational culturally and linguistically responsive teaching professional development and have the recommendation of a site administrator.


Explore strategies for engaging teachers in collaborative lesson planning

Develop culturally and linguistically responsive demo lessons

Practice providing coaching and constructive feedback to peers


October 12, 2011 8:30 am – 3:00 pm 4 Serna, California Room October 13, 2011 Serna, California Room November 3, 2011 Pacific Elementary, PDC November 4, 2011 Pacific Elementary, PDC




This is a required session for site and central office administrators



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Leading Culturally and Linguistically Responsive (CLR) Teaching

Targeted Audience: Site and Central Office Administrators


Site and district administrators will increase their knowledge, skill, and capacity to build a school culture where culturally and linguistically responsive teaching practices are pervasive.


Explore strategies for building a professional learning community focused on CLR teaching

Practice strategies for observing for CLR instruction, monitoring implementation, and supporting teachers through coaching and feedback

Cancelled Date Time No. of Days Location

January 18, 2012 8:30 am – 3:00 pm 2 Serna, Community Room March 13, 2012 Maximum Number of Participants : 150






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Culturally Proficient Leadership


Facilitator: Dr. Randall Lindsey

Participants will increase their, awareness, knowledge, and skill in creating culturally responsive and socially-just school environments where students from diverse cultural backgrounds can thrive. Through self-reflection and analyses of their personal cultural proficiency journeys, participants will examine what it means to lead for equity in schools serving culturally diverse schools and communities. Participants will build their capacity to engage staff, students, and families in the vital work of shaping school culture and environments to be responsive to the diverse students, families, and communities they serve.


Examine their personal cultural proficiency journeys through self-reflection and analyses

Explore strategies for keeping cultural proficiency and closing the achievement gap at the center of all school practices


October 25, 2011 8:00 am - 4:00 pm 2 Serna, All Community Rooms February 28, 2012-- Cancelled Maximum Number of Participants: 150 Possible Funding Sources: District Sponsored: Categorical Funds





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Introduction to Family and Community Engagement Office

Targeted Audience: School Administrators, Teachers and School Site Staff

Facilitator: Koua Franz, Chief Family and Community Engagement Officer

The Family and Community Engagement (FACE) Office assist the Superintendent and serve as the family and community engagement leader for the district. FACE creates strong academic support systems and school-family-community partnerships that foster success for all students by building relationships based on mutual trust and two-way communication. FACE Office is composed of the following departments: School Family and Community Partnership, Integrated Support Services, Youth Development Support Services, Health Service and Matriculation and Orientation Center (MOC).

Participants in this training will receive an introduction to all five departments within the FACE Office. Resources and contact information will be provided.

Outcomes: Participants will leave the session with an increase understanding of the services provided through the FACE Office, along with the understanding of how to navigate and receive the appropriate support services for their school site.

Canceled Date Time No. of Days Location September 29, 2011 3:30-5:00pm 1 Serna January 26, 2012 3:30-5:00pm 1 Serna

Maximum number of participants: 40 per session





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Understanding Federal Title I Requirements for Parental Involvement

Targeted Audience: Teachers and Administrators

Facilitator: Manuel Guillot, Sheila Self, Sean Alexander

This workshop is designed to provide participants with an understanding of the Federal requirements

for parental involvement for schools receiving Title I funding. The workshop will provide a historical

perspective of the role of the federal government in parent involvement starting from the Civil Rights

era to the most recent No Child Left Behind era. In addition, the workshop will cover each

component of the law known as Section 1118, and will provide participants with the practical

application of the law on such areas as building school capacity, developing an effective school-based

parent involvement policy and a school compact.

Revised Date Time No. of Days Location October 19, 2011 November 16, 2011

3:30 - 5:00 p.m. 3:30 - 5:00 p.m.

1 Parent Resource Center

Outcomes: Participants will become familiar with all aspects of the Federal Title I mandates on parental involvement and their practical application.

Maximum number of participants: Open

Possible Funding Sources: N/A

Contact: Manuel Guillot at [email protected]



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School-Family Relations: Working with Families to Raise Student Achievement

Targeted Audience: Elementary School Teachers

Facilitator: Sheila Self, Sean Alexander and Manuel Guillot

This interactive workshop provides elementary school teachers with research-based methods and practices for creating effective collaboration with families to support student success. Many studies confirm that strong parent–teacher relationships relate to positive student outcomes, such as healthy social development, high student achievement, and high rates of college enrollment. Through case studies, participants will discuss promising strategies for meaningful and effective family engagement. Among the items that will be covered includes:

Strategies for creating a welcoming environment

Standards for family engagement

Working with diverse families

Creating an achievement-focused relationship with families

Evaluation for learning and continuous improvement

Outcomes: Participants will learn methods and strategies for gaining collaboration from families to support classroom learning.

Revised & canceled November 17th and January 23rd sessions Date Time No. of Days Location October 17, 2011 November 17, 2011 January 23, 2012

3:30 - 5:30 p.m. Canceled 11/17/11 session Canceled 1/23/12 session

2 hours 2 hours 2 hours

Parent Resource Center






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Organizing Schools for Achievement Focused Family-Community Relations

Targeted Audience: Principals and Administrators

Facilitator: Sheila Self, Sean Alexander and Manuel Guillot

This interactive workshop provides principals and administrators with the latest developments in the parent engagement field as it relates to building effective school capacity linked to student achievement. Research on Chicago school improvement indicates that improving elementary schools requires coherent, orchestrated action across five essential supports. Among these required supports for school improvement is strong parent-community-school ties. Through a review of existing research, participants will discuss school-based practices to promote school, family and community partnerships. Items discussed include:

Outreach – How to enlist the participation of parents, students and community members in the educational process to promote learning;

Programs and Operations – How to inform, develop and unify the school community as partners in the educational process;

Engagement – How to develop direct person-to-person interactions that facilitate, support and reward involvement of parents and community;

Community Building – How to expand the availability of opportunities for families and community in support of learning and good citizenship.

Outcomes: Principals and administrators will learn the latest research-based methods and strategies

to build effective school capacity for achievement-focused family and community engagement.

Revised & canceled January 25th session Date Time No. of Days Location October 26, 2011 November 23, 2011 January 25, 2012

3:30 - 5:30 pm 3:30 - 5:30 pm Canceled 1/25/12 session

2 hours 2 hours 2 hours

Parent Resource Center






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

Targeted Audience: School site staff at funded home visit sites or any (pre) k 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.

Outcomes:

1. 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.

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

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


3 hour session offered at individual sites for staff.

TBD TBD TBD

3 hour sessions held monthly throughout the district -open to all.

TBD TBD TBD


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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Prevention 101-103

Targeted Audience: Teachers, counselors, SCUSD employees, community partners, parents

Facilitator: UC Davis CRESS Center

Provide an overview of basic information for substance abuse prevention.

Outcomes: Participants will have an understanding of the Youth Development framework, and be more aware of the importance of youth-adult relationships, social and emotional supports, service learning, cultural competencies, etc.

Date Time No. of Days Location TBD TBD 5 TBD Maximum number of participants: 50



Project Alert

Targeted Audience: Middle School Teachers and Counselors (Must commit to provide TUPE services to Middle School students)











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Foster Youth Services 101 – Trauma and Learning

Targeted Audience: Teachers, counselors, SCUSD employees, community partners, foster parents

Facilitator: Ellen Sorkin/Aliya Holmes

Participants will receive current information related to foster youth, child abuse, post traumatic

stress disorder, the effects of trauma on learning, and awareness of district and community

resources.

Outcomes: Increased awareness of issues related to foster youth and increased strategies/tools to engage foster youth in the classroom and community

Date Time No. of Days Location TBD TBD 1 TBD




Sexually Exploited Children & Teens (SECT)

Targeted Audience: Administrators, teachers, counselors, SCUSD employees, community partners, parents

Facilitator: Stacey Bell, Ellyne Bell (SCUSD School Board), Sgt Charles Husted (Sac PD)

Participants will receive current information related to sexual exploitation and the prostitution of juveniles; risk factors & trauma; awareness of district and community resources.

Outcomes: Increased awareness of issues related to sexually exploited children & teens, ability to recognize risk factors and provide relevant resources to children & families.

Date Time No. of Days Location TBD TBD 1 TBD Maximum number of participants: Open





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Mentoring 101


Facilitator: TBD

Participants will receive current information related to mentoring best practices; information regarding setting up evidence based mentoring practices on school campus’; information regarding recruitment, screening, selection and matching.

Outcomes: Increased awareness of mentoring best practices; increased awareness of district and community resources






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Understanding Children’s Mental Health Issues

Targeted Audience: Teachers, administrators and other school staff

Facilitator: Lawrence Shweky

This two-hour training will provide participants with an understanding of the wide range of mental health issues that face children of all ages. An overview of the most common mental health conditions will be provided, along with strategies teachers and staff can use to assist students with learning and behavioral issues related to these conditions.

Outcomes: Participants will develop a deeper understanding of the wide range of mental health

disorders and how they can help children with these conditions.


February 6, 2012 4:00 – 6:00 pm 1 Serna, Pennsylvania


Possible Funding Sources: The California Endowment




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Helping Students with ADHD


Facilitator: TBD

This two-hour training will provide an overview of Attention Deficit/Hyperactivity Disorder (ADHD), a condition which has a profound impact on children’s behavior and learning. Participants will gain a better understanding of ADHD, learn about the latest research and develop strategies for keeping students on task.

Outcomes: Participants will develop a deeper understanding of ADHD and how they can help

children with this condition.


TBD 2 hours TBD TBD






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Bullying Prevention and Intervention



This three-hour training will provide an overview of bullying, strategies for preventing bullying and best practices for school staff when they are aware of a bullying situation. The training will be offered throughout the district with curriculum tailored to address the unique needs of the elementary, middle and secondary grade levels. All SCUSD staff, including classified, credentialed and management—as well as community partner agency staff, such as after school and recreation staff–are encouraged to attend this training.

Outcomes: Participants will develop a richer understanding of the problem of bullying and what they can do about it.


October 3, 2011 3:30 – 6:30 pm 1 Rosemont

November 7, 2011 3:30 – 6:30 pm 1 Rosa Parks

December 5, 2011 3:30 – 6:30 pm 1 Luther Burbank

January 9, 2012 3:30 – 6:30 pm 1 Will C. Wood


March 12, 2012 3:30 – 6:30 pm 1 John F Kennedy

This training will be provided six times throughout the year in different geographic locations. Maximum number of participants: 100

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




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Section 504: Overview, Compliance and Implementation

Targeted Audience: Site administrators (mandatory), Section 504 site coordinators (mandatory), Special Education program specialists, psychologists, counselors, social workers

Facilitator: Lozano Smith, Barbara Kronick (possibly others)

Participants will receive a general overview about Section 504 and its policies and procedures, a

review of current District Board Policy and Administrative Regulations, and revised District forms.

Each participant will receive a new SCUSD Section 504 Handbook.

Outcomes: Increased awareness and understanding of Section 504 law as it relates to the provision and implementation of educational programming and services to those eligible students.

Date Time No. of Days Location August 2011 or early September 2011

TBD 1 (2 sessions)

TBD




Blood Borne Pathogens

Targeted Audience: Office staff and teachers

Facilitator: Health Services

Staff will learn about diseases that are spread through body fluids and how to protect against them.

Outcomes: Staff that might come into contact of body fluids will know how to protect themselves when working with sick or injured children.

Date Time No. of Days Location January 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan May 24, 2012 3:30 - 5:30 pm 1 Serna, Michigan






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Students with Chronic Health Conditions: Asthma and Seizures

10-20% of the population has asthma. Since teachers may not be aware of all students that have asthma, it is important to know the signs of a student having asthma. Office staff also need to know how to administer inhalers. Staff will learn about asthma, preventing asthma attacks, recognizing a student having one and treatment. They will also learn about different types of seizures, what they look like and what to do if a student has one at school

Targeted Audience: Office staff, teachers, and principals


Date Time No. of Days Location October 28, 2011 3:30 - 5:30 pm 1 Serna, Michigan March 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan

Outcomes: Staff will be able to recognize when a student is having a seizure or asthma attack and

know how to help the student.





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Caring for the Diabetic Student

Targeted Audience: Principals, office staff and teachers


Diabetes incidence is increasing. More schools have students with diabetes. Caring for diabetes is a

team effort, not just a few people at the school. Staff will learn about diabetes and recognition and

treatment of diabetic students.

Outcomes: Staff will know how to help students with diabetes when their blood sugar is high or low.

Date Time No. of Days Location November 28, 2011 3:30 - 5:30 pm 1 Serna, Michigan April 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan





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GA

TE /

AP

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GATE Certificate

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

Facilitator: 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 are designed to 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: 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.

Revised Date Time No. of Days Location September 26, 2011 December 5, 2011 February 6, 2012 March 19, 2012 April 16, 2012

3:30 - 5:30 pm 5 Serna, Mich/Minn

Maximum number of participants: 50 Possible Funding Source: Title I, EIA-SCE




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GATE Articulation

Targeted Audience: GATE Teachers Facilitator: Stephanie Shaughnessy

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.

Canceled Date Time No. of Days Location October 11, 2011 January 9, 2012 March 5, 2012

3:30 - 5:30 pm 3 GATE School Sites

Maximum number of participants: 30 Possible Funding Source: Title I, EIA-SCE




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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 2, 2011 1:00 – 3:00 pm 1 Serna, Training Rooms





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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 12, 2011 9:00 am – 12:00 pm 1 Sac City College

Maximum number of participants: unlimited




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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 17, 2012 3:00 - 5:00 pm 1 Maximum number of participants: 30 Possible Funding Source: EIA-SCE, SLC Cohort 8



Serna, Training Rooms


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Canceled Date Time No. of Days Location February 14, 2012 3:00 – 5:00 pm 1 Serna, Kentucky





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HEA

LTH

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Blood Borne Pathogens

Targeted Audience: Office staff and teachers


Staff will learn about diseases that are spread through body fluids and how to protect against them.

Outcomes: Staff that might come into contact of body fluids will know how to protect themselves when working with sick or injured children.

Date Time No. of Days Location January 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan May 24, 2012 3:30 - 5:30 pm 1 Serna, Michigan Maximum number of participants: 30


Caring for the Diabetic Student

Targeted Audience: Principals, office staff and teachers


Diabetes incidence is increasing. More schools have students with diabetes. Caring for diabetes is a team effort, not just a few people at the school. Staff will learn about diabetes and recognition and treatment of diabetic students.

Outcomes: Staff will know how to help students with diabetes when their blood sugar is high or low.

Date Time No. of Days Location November 28, 2011 3:30 - 5:30 pm 1 Serna, Michigan April 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan






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Students with Chronic Health Conditions: Asthma and Seizures

Targeted Audience: Office staff, teachers, and principals


10-20% of the population has asthma. Since teachers may not be aware of all students that have asthma, it is important to know the signs of a student having asthma. Office staff also need to know how to administer inhalers. Staff will learn about asthma, preventing asthma attacks, recognizing a student having one and treatment. They will also learn about different types of seizures, what they look like and what to do if a student has one at school.

Outcomes: Staff will be able to recognize when a student is having a seizure or asthma attack and

know how to help the student.

Date Time No. of Days Location October 28, 2011 3:30 - 5:30 pm 1 Serna, Michigan March 30, 2012 3:30 - 5:30 pm 1 Serna, Michigan





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INST

RU

CTI

ON

AL

TEC

HN

OLO

GY

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Interactive SMART board training

Targeted Audience: All: K-6, or 7-12, Including: Special ED, EL teachers, Career & Technical Prep, G.A.T.E., and Administrators.

Facilitator: Jeremy Predko

Teachers with SMART technology in their classroom will learn to use the features of an interactive white board (IWB), including hardware and software, as well as develop lessons that are student-centric and engaging. All SMART training will: consist of a series of two classes or sessions (please plan to attend both sessions), include hands-on lesson creation time with support from the instructor or facilitators, and will require implementation and reflection of the lessons created during session time.

Outcomes: Beginning SMART Training Session 1 & 2, After completing session 1 and session 2 teachers will be able to:

Customize and use the software tools, floating tools, transparency layer,

They will be able to enter and format text, shapes, pictures,

Group, link, lock, and order text, shapes, and pictures,

Develop interactive student-centric lessons and activities that can be used in their teaching immediately.

Each session will end with one hour of lesson creation time with support from the instructor and/or facilitators.

Date Time No. of Days Location K-6 Beginning SMART Training Session 1 & 2 September 20, 2011 1:00 – 4:00 pm 2 Serna, Training Rooms October 4, 2011 1:00 – 4:00 pm 7-12 Beginning SMART Training Session 1 & 2 September 27, 2011 1:00 – 4:00 pm 2 Serna, Training Rooms October 11, 2011 1:00 – 4:00 pm Maximum number of participants: 30

Possible Funding Sources: Title I, EIA, SCE and SLC Cohort 8 (High Schools only)




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Intermediate SMART Training Session 1 & 2 Targeted Audience: All: K-6, or 7-12, Including: Special ED, EL teachers, Career & Technical Prep, G.A.T.E., and Administrators.

Facilitator: Jeremy Predko Outcomes: After completing session 1 and session 2 teachers will be able to:

Hide, reveal, and animate: text, shapes, & pictures,

Hyperlink to u.r.l.s, files, or pages within the SMART notebook

Implement at least three different types of interactive media in the “Lesson Activity Toolkit”.

Create lesson templates to be shared with other district SMART board users Each session will end with one hour of lesson creation time with support from the instructor and/or facilitators. Date Time No. of Days Location K-6 Intermediate SMART Training Session 1 & 2 (Group 1) November 1, 2011 1:00 – 4:00 pm 2 Serna, Training Rooms November 15, 2011 1:00 – 4:00 pm

7-12 Intermediate SMART Training Session 1 & 2 (Group 1) November 8, 2011 1:00 – 4:00 pm 2 Serna, Training Rooms November 29, 2011 1:00 – 4:00 pm

K-6 Intermediate SMART Training Session 1 & 2 (Group 2) March 6, 2012 3:30 – 6:30 pm 2 Serna, Training Rooms March 27, 2012 3:30 – 6:30 pm

7-12 Intermediate SMART Training Session 1 & 2 (Group 2) March 13, 2012 3:30 – 6:30 pm 2 Serna, Training Rooms April 10, 2012 3:30 – 6:30 pm






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Safe Social Networking for Educators

Targeted Audience: All: Pre-K-Adult Education. Including: Special ED, EL teachers, Career & Technical

Prep, G.A.T.E. and Administrators.


Outcomes: Teachers will learn to use safe social networks for communication in their professional duties. With EDMODO, teachers can create a free web-based place to: communicate with their students, post assignments or projects, allow students to peer-evaluate or communicate with each other. With Brokers of Expertise, teachers can communicate with other teachers or educational professionals to share: lessons, best practices, teaching resources and common-core implementation strategies. No special skills or equipment needed!

Each session will have “how-to” and “hands-on” time and consists of a series of two classes or sessions (please plan to attend both sessions).

Revised Date Time No. of Days Location Session 1 & 2 September 22, 2011 3:30 – 5:30 pm 2 Will C. Wood October 27, 2011 3:30 – 5:30 pm Room I-26 Session 1 & 2 February 7, 2012 1:00 – 3:00 pm 2 Will C. Wood March 20, 2012 1:00 – 3:00 pm Room I-26






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Web 2.0 Tools for the Classroom Targeted Audience: All: K-6, or 7-12 Including: Special ED, EL teachers, Career & Technical Prep,

G.A.T.E., and Administrators


Do you want to use fun, dynamic technology to improve your lesson design? Sign up for Web 2.0 tools for the classroom!

Teachers will learn to use free, interactive and dynamic WEB 2.0 tools for: lesson creation, communication or collaboration.

We will explore resources like: iTunes U, podcasts, Google Scholar, Thinkfinity, Prezi and many more interactive Web tools!

No special skills or equipment needed!

Each session will have “how-to” and “hands-on” time and consists of a series of two classes or sessions (please plan to attend both sessions).

Outcomes: After completing session 1 and session 2 teachers will be able to:

1) access resources for digital media creation, 2) use free tools for communication and collaboration, 3) create simple podcasts or a teacher webpage

Date Time No. of Days Location K-6 Session 1 & 2 October 18, 2011 1:00 – 4:00 pm 2 A.M. Winn November 4, 2011 1:00 – 4:00 pm Computer Lab 7-12 Session 1 & 2 November 10, 2011 1:00 – 4:00 pm 2 A.M. Winn December 2, 2011 1:00 – 4:00 pm Computer Lab Maximum number of participants: 30





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IMeet

Targeted Audience: iPod and iPad K-6, or 7-12 Including: Special ED, EL teachers, Career & Technical

Prep, G.A.T.E., Administrators, school site technology support staff.


Teachers will gather the second Monday of each month to discuss best practices and challenges regarding iPod and iPad programs at various school sites. Topics will include: APP selection, student created content management, troubleshooting, and break out groups. Breakout groups will include content area, grade-level or APP specific groups.

Each session will have “how-to” and “hands-on” time and will meet at a different school site each month. Meeting times will be posted at http://www.scusd.edu/instructionaltech

Outcomes:

Date Time No. of Days Location October 10, 2011 November 14, 2011 December 12, 2011 January 9, 2012 February 13, 2012 March 12, 2012 April 9, 2012 May 8, 2012 June 11, 2012

3:30 – 5:30 pm Every 2nd

Monday of the

Month

Serna, Training Rooms & School Sites





http://www.scusd.edu/instructionaltech


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Zangle SBRC Report Card Training

Targeted Audience: Elementary school teachers

Facilitator: Bill Kern

This session will provide teachers with the necessary skills to

Enter marks into the Zangle Standards-based report card (SBRC) input screen

Use the data entry tools available for entering marks quickly Web reports available for auditing the marks entered.

Entry of Comments and Notes for each student

Outcomes: Participants will be able to enter student marks, comments, and notes pertaining to

student’s academic performance.

Revised Date Time No. of Days Location September 13 & 14, 2011 3:30 – 4:30 pm 15 Serna - Training Rooms

September 15, 2011 Serna - California

September 20, 2011 Serna - Pennsylvania

September 21 & 22, 2011 Serna – Training Rooms


October 5 & 6, 2011 Serna – Training Rooms

October 19, 2011 Serna – Training Rooms

October 20, 2011 Serna - California October 24, 25, & 26, 2011 Serna – Training Rooms



Contact: [email protected]>


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INTE

GR

ATE

D S

UP

PO

RT

SER

VIC

ES

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Understanding Children’s Mental Health Issues


Facilitator: TBD

This two-hour training will provide participants with an understanding of the wide range of mental health issues that face children of all ages. An overview of the most common mental health conditions will be provided, along with strategies teachers and staff can use to assist students with learning and behavioral issues related to these conditions.

Outcomes: Participants will develop a deeper understanding of the wide range of mental health disorders and how they can help children with this conditions.

Date Time No. of Days Location February 6, 2012 4:00 – 6:00 pm 1 Serna, Pennsylvania






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Helping Students with ADHD


Facilitator: TBD

This two-hour training will provide an overview of Attention Deficit/Hyperactivity Disorder (ADHD), a condition which has a profound impact on children’s behavior and learning. Participants will gain a better understanding of ADHD, learn about the latest research and develop strategies for keeping students on task.

Outcomes: Participants will develop a deeper understanding of ADHD and how they can help

children with this condition.

Date Time No. of Days Location TBD 2 hours TBD TBD






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Bullying Prevention and Intervention



This three-hour training will provide an overview of bullying, strategies for preventing bullying and best practices for school staff when they are aware of a bullying situation. The training will be offered throughout the district with curriculum tailored to address the unique needs of the elementary, middle and secondary grade levels. All SCUSD staff, including classified, credentialed and management—as well as community partner agency staff, such as after school and recreation staff–are encouraged to attend this training.

Outcomes: Participants will develop a richer understanding of the problem of bullying and what they can do about it.

Date Time No. of Days Location October 3, 2011 3:30 – 6:30 pm 1 Rosemont

November 7, 2011 3:30 – 6:30 pm 1 Rosa Parks

December 5, 2011 3:30 – 6:30 pm 1 Luther Burbank

January 9, 2012 3:30 – 6:30 pm 1 Will C. Wood


March 12, 2012 3:30 – 6:30 pm 1 John F. Kennedy This training will be provided six times throughout the year in different geographic locations. Maximum number of participants: 100

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




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LEA

DER

SHIP

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Leading Culturally and Linguistically Responsive (CLR) Teaching



Site and district administrators will increase their knowledge, skill, and capacity to build a school culture where culturally and linguistically responsive teaching practices are pervasive.


Explore strategies for building a professional learning community focused on CLR teaching

Practice strategies for observing for CLR instruction, monitoring implementation, and supporting teachers through coaching and feedback

Cancelled Date Time No. of Days Location

January 18, 2012 8:30 am – 3:00 pm 2 TBD March 13, 2012 Maximum Number of Participants : 150



This is required session for site and central office administrators



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Culturally Proficient Leadership


Facilitator: Dr. Randall Lindsey

Participants will increase their, awareness, knowledge, and skill in creating culturally responsive and socially-just school environments where students from diverse cultural backgrounds can thrive. Through self-reflection and analyses of their personal cultural proficiency journeys, participants will examine what it means to lead for equity in schools serving culturally diverse schools and communities. Participants will build their capacity to engage staff, students, and families in the vital work of shaping school culture and environments to be responsive to the diverse students, families, and communities they serve.


Examine their personal cultural proficiency journeys through self-reflection and analyses

Explore strategies for keeping cultural proficiency and closing the achievement gap at the center of all school practices


October 25, 2011 8:00 am - 4:00 pm 2 Serna, All Community

February 28, 2012--Canceled Rooms

Maximum Number of Participants: 150 Possible Funding Sources: District Sponsored: Categorical /Grants


This is required session for site and central office administrators



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Comprehensive Balanced Literacy Approach for School Leaders

Targeted Audience: Elementary and K-8 Site Administrators

Facilitator: Eric Chapman-Principal, Harkness Elementary School

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 at Harkness Elementary School.


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

Examine effective organization and classroom management in a balanced literacy classroom 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 26, 2011 9:00 – 11:30 am 3 Harkness Elementary

November 29, 2011

January 17, 2012

February 15, 2012





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Differentiated Instruction Leadership



These sessions will enable principals to provide support to teachers and ensure accountability for their growth in differentiation thus, fostering systemic implementation of the differentiation instructional approach. Participants will examine the hallmarks of effective differentiation based on common definitions and how to recognize it in their teachers’ classrooms. Emphasis will be on techniques to help them address the essentials of curriculum, intentional teaching, and use of assessment as a critical tool to inform instruction.

Outcomes: Principals will effectively observe and support the application of the essentials of curriculum, intentional teaching, and use of assessment as a tool to guide instruction, and proactive planning for learner differences.


October, 4, 2011 8:30 - 11:30 am 4 Serna, Kentucky November 8, 2011 8:30 - 11:30 am

January 23, 2012 12:30 – 3:30 pm February 21, 2012 8:30 - 11:30 am






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Quality Teaching for English Learners (QTEL) for School Administrators


Facilitator: Aida Walqui, PhD

The QTEL instructional leadership institutes will provide site administrators opportunities to continue

the development of their knowledge and skills in promoting and supporting quality instruction for all

students with a focus on English learners through a two-day professional development institute.

Participants will understand QTEL theory, principles and tools, understand how to support teachers in

the implementation of quality instruction for linguistic minority students, and enhance expertise in

structuring school programs for rigorous academic and linguistic instruction for English learners.

Participants will enhance skills in observing classroom instruction, conducting coaching conversations

with teachers and monitoring instruction to ensure program implementation, success, and

sustainability.

Outcomes: Principals will:

Continue to develop and articulate a vision for quality teaching for English learners based on the information presented.

Recognize and promote quality teaching for all students with English learners at the center.

Understand how to support teachers in their work to make classes rigorous and accelerated.

Revised Date Time No. of Days Location October 24, 2011 January 24, 2012

9:00 am - 3:00 pm 2 Serna, Indiana Room Serna, Tennessee






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School Quality Reviewer Training

Targeted Audience: Selected Principals, Assistant Principals and Central Office staff

Facilitator: Cambridge Education

This training will provide a deeper understanding of the School Quality Review process as well as

provide the attendee with the insights and skills to become a member of a school review team during

the 2011-12 year. Reviewers will become familiar with the self-evaluation instrument, the six

domains of the review, the rubric used for evaluation of the six domains, how focus groups are

conducted during a review, and the process by which School Quality Review reports are written.

Outcomes: The intent of the District is to build capacity among its own administrative staff to

conduct and write its own School Quality Reviews as part of the continuous improvement process. In

order to become self-sustaining in this regard, all site administrators and many central office staff

must become adept in the SQR process

Date Time No. of Days Location August 25 and 26, 2011 8:30 am – 3:30 pm 2 TBD Maximum number of participants: 40

Possible Funding Sources: (already in budget)


These sessions are mandatory for selected principals



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Instructional Rounds

Targeted Audience: Data Inquiry Cohorts

Facilitator: Rochelle Herring-Peniston

As we continue to embark upon this journey of continuous improvement, the Data Inquiry methodology has

been a key lever for change across the district. This process is integrated throughout our major initiatives such

as Common Planning Time (CPT) and the adoption of the Common Core Standards, and has positively impacted

both teacher and student learning. As a result, we are poised and ready to move to the next phase, which is

the implementation of instructional rounds. This form of professional learning, which is similar to the model

used by physicians, will afford the Data Inquiry cohorts the opportunity to collectively use “a set of protocols

and processes for observing, examining, analyzing, discussing instruction that can be used to improve student

learning at scale.”

Outcomes: Through this process, administrators and teachers will deepen their understanding of high-

quality instruction and work collaboratively to improve classroom practice by making “rounds” focused on a

common learner-centered problem or a problem of practice.

Date Time No. of Days Location August 15-16, 2011 (Cohorts 1-4) August 17, 2011 (Cohorts 1-4) August 17, 2011 (Cohorts 5-8) August 18-19, 2011 (Cohorts 5-8) Additional Sessions: TBD

8:30 am – 3:30 pm 8:30 – 11:30 am 12:00 – 3:30 pm 8:30 am – 3:30 pm

2 ½

4

Serna, All Community Room

Maximum number of participants: 60 per Cohort






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Facilitator: Lozano Smith, Barbara Kronick





Date Time No. of Days Location August or early September

TBD 1 (2 sessions)

TBD







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Facilitator: Stacey Bell, Ellyne Bell, Sgt Charles Husted

Participants will receive current information related to sexual exploitation and the prostitution of juveniles; risk factors & trauma; awareness of district and community resources.

Outcomes: Increased awareness of issues related to sexually exploited children & teens, ability to recognize risk factors and provide relevant resources to children & families






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Title of Session: Mentoring 101


Facilitator: TBD









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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 17, 2012 3:00 - 5:00 pm 1 Serna, Training Rooms





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Canceled Date Time No. of Days Location February 14, 2012 3:00 – 5:00 pm 1 Serna, Kentucky





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Reading and the Elementary School Librarian

Targeted Audience: Elementary Teacher Librarians

Facilitator: Martha Rowland

This institute addresses critical topics in reading for teacher librarians who teach PreK-6 students. The institute

will increase participants’ understanding of current research on reading instruction, discuss how it informs

school library programs, explore reading strategies, and understand what teacher librarians can do to

strengthen their role as literacy leaders in their schools.


Review and evaluate high quality fiction and nonfiction titles and develop ways to enhance children’s

curiosity of curricular content through reading aloud. Develop a resource of enticing read aloud titles

for teachers.

Study and discuss how the CA Model School Library Standards support the CA Common Core Standards

for ELA, and how the Model Standards can impact student learning in the areas of accessing,

evaluating, using, and integrating information literacy skills.

Study and discuss a variety of reading strategies to apply before, during, and reading aloud, e.g., think

alouds, making connections, and inferring.

Create small group reading opportunities (e.g., literature circles, book clubs within the school).

Research and create opportunities for implementing Project Based Learning in the school.

Revised Date Time No. of Days Location October 4, 2011 8:30 – 11:30 am 3 Serna, Professional Library November 9, 2011 Serna, Professional Library January 23, 2012 Serna, Professional Library





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Reading and the Secondary School Librarian

Targeted Audience: Secondary Teacher Librarians


This institute addresses critical topics in reading for teacher librarians who teach Gr. 7-12 students. The

institute will increase participants’ understanding of current research on reading instruction, discuss how it

informs school library programs, explore reading strategies, and understand what teacher librarians can do to



Review and evaluate high quality fiction and nonfiction titles for adolescent readers. Develop an online

resource of quality recommended titles for students.

Research methods and implement strategies to spark student’s curiosity of curricular content through

book clubs, social networking, online sources, and inquiry.

Study and apply strategies and opportunities for small groups of students to read together, e.g., book

clubs.

Study and discuss how the CA Model School Library Standards support the CA Common Core Standards for ELA, and how the Model Standards can impact student learning in the areas of accessing, evaluating, using, and integrating information literacy skills.

Revised Date Time No. of Days Location October 4, 2011 12:30 – 3:30 pm 3 Serna, Hawaii November 9, 2011 Serna, Hawaii January 23, 2012 Serna, Hawaii





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Executive Functioning: Helping Students Learn How to Learn

Targeted Audience:K-12 Teachers (including Special Education, GATE, EL, and CTE) Facilitator: Kevin Schafer How students “execute” or carry out tasks is crucial for school success. However, the complex cognitive skills required for effective task completion are often overlooked and misunderstood. This training will present an overview of executive functioning and provide intervention strategies that improve student executive functioning and eventual school success.

Outcomes: Participants will define the skills and behaviors associated with executive functioning and

understand it from a developmental perspective. Participants will also utilize strategies to address

student’s deficits in recall, organization, planning and self-management.

Date Time No. of Days Location February 7, 2012 February 21, 2012

3:30 – 6:30 pm 3:30 – 6:30 pm

4 Serna, Tennessee Serna, Tennessee

March 13, 2012 April 10, 2012

3:30 – 6:30 pm 3:30 – 6:30 pm

Serna, Tennessee Serna, Tennessee


Possible funding Sources: District sponsored: Categorical and Grant Funds




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Linked Learning (LL) Pathway Development Series

Targeted Audience: SCUSD Pathway Leads, Teachers, Counselors, Administrators, and Community

Partners

Facilitator: ConnectEd Staff

The 2011-2012 LL Pathway Development Series will be provided by ConnectEd (The California Center for College and Career). The series will focus on supporting pathway leads, teachers, and support staff with the Integration of the Common Core Standards and 21st century skills in a problem-based service learning curriculum and the development of Performance Assessments to ensure students’ attainment of pathway outcomes.

Outcomes: Participants will gain knowledge, skills, and tools to continue the work of pathway development and refinement to ensure students’ attainment of pathway outcomes. Date Time No. of Days Location October 4-6, 2011 8:30 am - 4:30 pm 6 Berkeley-ConnectEd Office January 3 - February 2, 2012 Maximum number of participants: 20 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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Linked Learning (LL) District Leadership Series

Targeted Audience: SCUSD LL District Leadership Team (pre-identified members)

Facilitator: ConnectEd Staff

The 2011-2012 LL District Leadership Series will be provided by ConnectEd (The California Center for College and Career). The series will focus on supporting the LL district leadership team with the Integration of the Common Core Standards and 21st century skills in a problem-based service learning curriculum and the development of Performance Assessments to ensure students’ attainment of pathway outcomes.

SCUSD will be called on to host the fall LL Residency—this will be a very large investment of time.

Outcomes: Participants will gain knowledge, skills, and tools/resources to establish district policies, structures, and processes that will support quality pathway instruction and performance assessment and enable pathway teams to achieve the pathway outcomes. Date Time No. of Days Location November 9-10, 2011 8:30 am - 4:30 pm 5 Berkeley-ConnectEd Office March 20-22, 2012 Maximum number of participants: 15 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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LITE

RA

CY

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Comprehensive Balanced Literacy Approach (Preschool-Grade 2)

Targeted Audience: All PreK-2 Teachers (including Special Education and GATE)

Facilitator: Dr. Iris Taylor and ELA Training Specialists

Join your preschool-grade 2 colleagues in learning how to implement the routines and practices of an effective balanced literacy program.

Outcomes: Participants will explore:

Teaching the five fundamental areas of reading through a balanced literacy approach, 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

Revised Date Time No. of Days Location October 24, 2011 1:00 - 4:00 pm 5 Pacific Elementary PD Center

November 30, 2011 Serna, Tennessee January 17, 2012 Serna, Michigan/Minnesota

February 15, 2012 Pacific Elementary PD Center March 29, 2012 Serna, Michigan/Minnesota Maximum Number of Participants: 30

Possible Funding Sources: Title I funds, EIA-SCE




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Comprehensive Balanced Literacy Approach (Grades 3-6)

Targeted Audience: Grade 3-6 Teachers (including Special Education and GATE)

Facilitator: Dr. Iris Taylor and ELA Training Specialists

Join your grade 3-6 colleagues in learning how to implement the routines and practices of an effective balanced literacy program.

Outcomes: Participants will explore:

Teaching the five fundamental areas of reading through a balanced literacy approach, 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

Revised Date Time No. of Days Location October 11, 2011 1:00 – 4:00 pm 5 Serna, Tennessee December 13, 2011 Serna, Tennessee January 11, 2012 Serna, Tennessee

February 8, 2012 Pacific Elementary PDC March 12, 2012 Serna, Kentucky

Maximum Number of Participants: 30 Possible Funding Sources: Title I funds, EIA-SCE




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Academic Literacy: “The Words are Just the Tips of the Iceberg”

Targeted Audience: All 7-12 Teachers (including Special Education) Facilitator: Jeff Zwiers

The 8-day workshop series (2 foundational days + 6 follow up sessions) will focus on getting teachers to understand that academic language is (1) intricately linked to higher-order thinking processes, (2) developed by extensive modeling and scaffolding of classroom talk, and (3) accelerated by weaving direct teaching of its features while teaching content concepts. The goal of this training is to provide teachers with the knowledge, tools, and skills for designing and creating learning experiences that include both language and content objectives.


Examine content-area variations of academic language

Explore strategies for developing students’ language for academic thinking

Practice strategies for cultivating academic language acquisition and vocabulary through classroom discussion and small group work

Build academic language acquisition into lessons and assessments

Revised Date Time No. of Days Location September 28-29, 2011 8:30 am - 3:30 pm 2 Accelerated Academy and Enrollment Substitute coverage will be provided by Linked Learning. Center (formerly Geneses HS) All Foundational Session participants must attend: October 26, 2011 4:00 - 7:00 pm 6 Serna, Michigan/Minnesota November 30, 2011 January 25, 2012 February 29, 2012 March 28, 2012 April 25, 2012 Maximum Number of Participants: 45 Possible Funding Sources: District Sponsored: Categorical /Grants




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Area 3 Writing Project: Strategies for Writing Instruction in the Elementary Classroom (Grades K-1)

Targeted Audience: Grade K-1 Teachers (including Special Education and GATE)

Facilitator: Staff from the UC Davis, Area 3 Writing Project

Join your K-1 colleagues for five days of learning, sharing, and collaborating about writing instruction.

Outcomes: Participants will explore strategies for:

Use literature to foster better writing Design lessons to improve writing using the six traits Focus on the genres of writing Expand writing to the content areas Write to learn and reinforce knowledge Differentiate instruction to meet all learners' needs Make connections to the Common Core Standards

Revised Date Time No. of Days Location Tuesdays January 24, 2012 1:30 pm – 4:00 pm 5 Serna, California Room February 21, 2012 1:30 pm – 4:00 pm Serna, California Room February 28, 2012 1:30 pm – 4:00 pm Serna, California Room March 13, 2012 1:30 pm – 4:00 pm Serna, California Room April 17, 2012 1:30 pm – 4:00 pm Serna, California Room

Maximum Number of Participants: 30 Possible Funding Sources: Title I funds, EIA-SCE Contact: [email protected]


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Area 3 Writing Project: Strategies for Writing Instruction in the Elementary Classroom (Grades 2-3)

Targeted Audience: Grade 2-3 Teachers (including Special Education)


Join your Grade 2-3 colleagues for five days of learning, sharing, and collaborating about writing instruction.


Use literature to foster better writing Design lessons to improve writing using the six traits Focus on the genres of writing Expand writing to the content areas Write to learn and reinforce knowledge Differentiate instruction to meet all learners' needs Make connections to the Common Core Standards


Tuesdays January 23, 2012 1:00 pm – 4:30 pm 5 Serna, California Room February 6, 2012 1:00 pm – 4:30 pm Serna, California Room February 27, 2012 1:00 pm – 4:30 pm Serna, Montana Room March 12, 2012 1:00 pm – 4:30 pm Serna, California Room April 16, 2012 1:00 pm – 4:30 pm Serna, California Room






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Area 3 Writing Project: Write from the Start (Grades 4-6)

Targeted Audience: Grade 4-6 Teachers (including Special Education)


Join your Grade 4-6 colleagues for five days of learning, sharing, and collaborating about writing instruction.


Building a Writer’s Workshop Teaching the six traits of writing Integrating reading and writing through genre study Writing for various purposes and audiences Teaching writing to English Learners Using mentor texts to encourage writers Differentiating instruction to maximize learning Fostering student independence

Revised Date Time No. of Days Location Saturdays October 8, 2011 9:00 am – 3:30 pm 5 Serna Center October 22, 2011 9:00 am – 1:00 pm December 10, 2011 9:00 am – 1:00 pm January 21, 2012 9:00 am – 1:00 pm February 4, 2012 9:00 am – 1:00 pm






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Language Development Training and Coaching Support

Targeted Audience: Preschool Teaching Staff and Resource Teachers

Facilitator: TBD

Teachers will receive training on strategies that increase children’s language and literacy learning and development and utilizing progress monitoring and/or formative assessments in order to measure key benchmarks (including language use and vocabulary development, alphabetic and word knowledge, and phonological awareness).

Outcomes:

Date Time No. of Days Location November 18, 2011, 8:00 - 11:00 am & 12:30 - 3:30 pm 3 Serna, Penn/Tenn December 9, 2011 January 13, 2012 Maximum number of participants: 75





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Reading and the Elementary School Librarian

Targeted Audience: Elementary Teacher Librarians


This institute addresses critical topics in reading for teacher librarians who teach PreK-6 students. The institute

will increase participants’ understanding of current research on reading instruction, discuss how it informs

school library programs, explore reading strategies, and understand what teacher librarians can do to



Review and evaluate high quality fiction and nonfiction titles and develop ways to enhance children’s

curiosity of curricular content through reading aloud. Develop a resource of enticing read aloud titles

for teachers.

Study and discuss how the CA Model School Library Standards support the CA Common Core Standards

for ELA, and how the Model Standards can impact student learning in the areas of accessing,

evaluating, using, and integrating information literacy skills.

Study and discuss a variety of reading strategies to apply before, during, and reading aloud, e.g., think

alouds, making connections, and inferring.

Create small group reading opportunities (e.g., literature circles, book clubs within the school).

Research and create opportunities for implementing Project Based Learning in the school.

Revised Date Time No. of Days Location October 4, 2011 8:30 – 11:30 am 3 Serna, Professional Library November 9, 2011 Serna, Professional Library January 23, 2012 Serna, Professional Library





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Reading and the Secondary School Librarian

Targeted Audience: Secondary Teacher Librarians


This institute addresses critical topics in reading for teacher librarians who teach Gr. 7-12 students. The

institute will increase participants’ understanding of current research on reading instruction, discuss how it

informs school library programs, explore reading strategies, and understand what teacher librarians can do to



Review and evaluate high quality fiction and nonfiction titles for adolescent readers. Develop an online

resource of quality recommended titles for students.

Research methods and implement strategies to spark student’s curiosity of curricular content through

book clubs, social networking, online sources, and inquiry.

Study and apply strategies and opportunities for small groups of students to read together, e.g., book

clubs.

Study and discuss how the CA Model School Library Standards support the CA Common Core Standards for ELA, and how the Model Standards can impact student learning in the areas of accessing, evaluating, using, and integrating information literacy skills.

Revised Date Time No. of Days Location October 4, 2011 12:30 – 3:30 pm 3 Serna, Hawaii November 9, 2011 Serna, Hawaii January 23, 2012 Serna, Hawaii Maximum Number of Participants: 10




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Quality Teaching for English Learners (QTEL) for Teachers

Targeted Audience: K-6 Teachers and 7-12 Teachers

Facilitators: Mary Schmida, PhD and Nanette Koelsch

This is a five-day foundational professional development institute in English language arts. The institute develops participants’ expertise in scaffolding language arts instruction for student development of academic uses of English. Emphasis is given to understanding how the explicit teaching of different genres used in English language arts can be conducted successfully; developing students’ oracy; building their schema and metalinguistic awareness; and understanding the genre affordances of fiction and nonfiction texts.


Be able to scaffold the reading of a variety of genres in English, ranging from canonic literature to informational texts;

Understand how to develop students’ capacity to communicate orally and in their writing understanding of disciplinary elements and techniques used in literary and informational texts;

Create lesson and/or unit plans that incorporate texts from a variety of genres, modeling “high challenge and high support lessons”.

Revised For K-6 Teachers: Date - Saturdays Time No. of Days Location September 24, 2011 October 8, 2011 October 22, 2011 November 5, 2011 December 10, 2011

9:00 am – 3:00 pm 5 Serna, Mich/Minn & Penn

For 7-12 Teachers: Date - Saturdays Time No. of Days Location October 8, 2011 October 22, 2011 November 5, 2011 December 10, 2011 New date – TBD

9:00 am – 3:00 pm 5 Serna, Mich/Minn & Penn TBD






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Overview of California Mathematics: Program Content and Implementation

Targeted Audience: PreK-6 Teachers (including Special Education)

Facilitator:

The goal is to provide classroom teachers with a thorough introduction to Macmillan/McGraw-Hill California Mathematics. This workshop will help teachers reflect on their instructional practice and understand the difference between Conceptual Knowledge and Procedural Knowledge in mathematics. This workshop will provide teachers with strategies for using hands on techniques and manipulatives to build concrete understanding of grade level concepts for different levels of students including ideas for managing materials and classroom settings.

Outcomes: Participants will gain the knowledge and skills necessary to effectively use the

Macmillan/McGraw Hill California Mathematics program.

Date Time No. of Days Location September 8, 2011 3:30 – 6:30 pm 1 Serna, Michigan/Minnesota






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Building Conceptual Understanding of Mathematics

Targeted Audience: Preschool-6 Teachers (including Special Education)


This workshop will afford teachers the opportunity to enhance the teaching and learning of mathematics. These sessions will focus on how students build conceptual and lasting understanding by being able to construct new mathematical knowledge through problem solving, develop and evaluate mathematical arguments and make conjectures, communicate their mathematical thinking coherently and clearly, as well as model and apply mathematics in context to real-world problems. These mathematical practices will provide teachers with strategies that will assist them in developing conceptually-based lessons that will lead students to having a deeper understanding of mathematics.

Outcomes: Participants will gain the knowledge and skills necessary to develop conceptually-based math lessons.

Revised Date Time No. of Days Location October 10, 2011 3:30 – 5:30 pm 6 Serna, Pennsylvania November 2, 2011 Serna, Mich/Minn December 14, 2011 Pacific Prof. Dev. Center January 17, 2012 Serna, Kentucky February 8, 2012 Serna, Tennessee March 13, 2012 Serna, Mich/Minn






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Integrating Manipulative into Mathematics Instruction

Targeted Audience: Preschool-6 Teachers (including Special Education)


This workshop will provide teachers with strategies for using hands-on techniques and manipulatives

to build concrete understanding of grade level concepts. Other topics to be included are the use of

manipulatives for differentiated instruction, managing materials, and classroom setting.

Outcomes: Participants will gain the knowledge and skills necessary to develop hands-on and highly

interactive mathematics issues.

Revised Date Time No. of Days Location September 28, 2011 3:30 – 5:30 pm 5 Pacific Prof. Dev. Center November 8, 2011 Serna, Kentucky January 10, 2012 Serna, Kentucky March 7, 2012 Serna, Tennessee April 17, 2012 Serna, Mich/Minn






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TI-Math Forward Series

Targeted Audience: TI-Math Forward teachers from 2010-2011 school year

Facilitator: TI-Math Forward Trainer

The TI-Math Forward Series are continuation support sessions for 8 Algebra I teachers, who are implementing the TI-Math Forward program at the following school sites: Fern Bacon Middle, Will C. Wood Middle, Hiram W. Johnson High, and Rosemont High School.

Outcomes: Participants will continue to reflect and refine their instruction to utilize the TI-Math Forward curriculum, resources, and tools to more effectively meet the needs of their learners.

Date Time No. of Days Location October 14, 2011 1:00 – 4:00 pm 4 Serna, Maine January 20, 2012 March 16, 2012 May 18, 2012 Maximum number of participants: 10 Possible Funding Sources: District Sponsored: Grants, Categorical Funds




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Middle Level Mathematics Institute

Targeted Audience: Grade 7-9 Math Teachers (including Special Education)


This Institute is designed to model a learning environment that meets the needs of all students, helping them to become successful problem solvers and critical thinkers who are able to use mathematics as a powerful tool for making sense of situations and information in the real world. In addition to a focus on algebraic reasoning and the interrelationships between algebra and geometry, course time is devoted to providing a solid conceptual understanding and expanding participants´ mathematical reasoning skills.

Outcomes: Participants will gain the knowledge necessary to develop conceptually-based mathematics lessons that expand mathematical reasoning skills.

Revised Date Time No. of Days Location Saturday, October 15, 2011 8:30 am – 3:00 pm 1 Serna, Tennessee Monday, December 12, 2011 1:00 pm – 4:00 pm 4 Serna Center Monday, January 30, 2012 Monday, February 27, 2012 Monday, April 16, 2012 Maximum number of participants: 40





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Pre-Algebra Project-Based Instructional Support Series

Targeted Audience: Participants of the Pre-Algebra Project-Based Curriculum Training on June 1-4, 2011 provided by the Linked Learning Department

Facilitators: Lily Liemthongsamout and Math Training Specialists

The Pre-Algebra Forums are series of on-going “pizza and planning” collegial support sessions for teachers who were trained on the Pre-Algebra Project-Based Curriculum Units on June 1-4, 2011. The focus is to support the implementation of the standards-based, drop-in curriculum units in the pre-algebra courses by utilizing hands-on, problem-based instruction. The curriculum focuses on pre-algebra skills, such as measurement, number sense fractions/percentages/decimals, and simple equations. It also integrates arithmetic, algebraic, and geometric reasoning to solve hands-on engineering and technology problems.

Teachers will collaborate and share resources, lessons, and effective strategies. The data wise process and tools will be utilized when appropriate to help identify the learner-centered problem in pre-algebra, determine the problem of practice, and devise a plan of actions. Extensive coaching is available by Linked Learning (LL) Network providers and SCUSD early-implementers via per-diem or service agreements with LL funding. Outcomes: Participants will reflect and refine their instruction to ensure comprehensible and rigorous delivery of Pre-Algebra concepts/standards and high level of student engagement. Date Time No. of Days Location October 24, 2011 4:00 - 7:00 pm 5 Serna, Kentucky November 21, 2011 January 30, 2012 February 27, 2012 March 26, 2012 Maximum number of participants: 15 Possible Funding Sources: District Sponsored: Grants, Categorical Funds



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Algebra I Project-Based Instructional Support Series

Targeted Audience: Participants of the Algebra I Project-Based Curriculum Training on August 16-19, 2011 provided by the Linked Learning Department Facilitators: Lily Liemthongsamout and Math Training Specialists

The Algebra I Project-Based Instructional Support Series are on-going “pizza and planning” collegial support sessions for teachers who were trained on the Algebra I Project-Based Curriculum Units on August 2-5, 2011. The focus is to support the implementation of the standards-based, drop-in curriculum units for Algebra I courses through hands-on, problem-based instruction. Teachers will collaborate and share resources, lessons, and effective strategies. The data wise process and tools will be utilized when appropriate to help identify the learner-centered problem in Algebra I, determine the problem of practice, and devise a plan of actions. Extensive coaching is available by Linked Learning (LL) Network providers and SCUSD early-implementers via per-diem or service agreements with LL funding. Outcomes: Participants will reflect and refine their instruction to ensure comprehensible and rigorous delivery of Algebra concepts/standards and high level of student engagement. Date Time No. of Days Location October 24, 2011 4:00 - 7:00 pm 5 Serna, Montana November 21, 2011 January 30, 2012 February 27, 2012 March 26, 2012 Maximum number of participants: 22 Possible Funding Sources: District Sponsored: Grants, Categorical Funds



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3:30 – 6:30 pm 3:30 – 6:30 pm


March 13, 2012 April 10, 2012

3:30 – 6:30 pm 3:30 – 6:30 pm







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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 strategies 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 a 3-tiered system of positive behavioral interventions characterized by:

Common and focused expectations for behaviors within the school community

Deliberate use of behavior and other applicable data

A school-wide acknowledgement system

Targeted activities to teach students behavioral expectations

Engagement of parents and community partners

Date Time No. of Days Location Elementary/Middle Schools 8:30 am – 3:00 pm 4 School Sites September 20, 2011 November 2, 2011

High Schools 8:30 am – 3:00 pm 4 Placer COE September 14, 2011 October 18, 2011 November 15, 2011 December 14, 2011 Maximum number of participants: 30

Possible Funding Sources: District Sponsored: Categorical /Grants




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School Quality Reviewer Training

Targeted Audience: Selected Principals, Assistant Principals and Central Office staff

Facilitator: Cambridge Education

This training will provide a deeper understanding of the School Quality Review process as well as

provide the attendee with the insights and skills to become a member of a school review team during

the 2011-12 year. Reviewers will become familiar with the self-evaluation instrument, the six

domains of the review, the rubric used for evaluation of the six domains, how focus groups are

conducted during a review, and the process by which School Quality Review reports are written.

Outcomes: The intent of the District is to build capacity among its own administrative staff to

conduct and write its own School Quality Reviews as part of the continuous improvement process. In

order to become self-sustaining in this regard, all site administrators and many central office staff

must become adept in the SQR process

Date Time No. of Days Location August 25-26, 2011 8:30 am – 3:30 pm 2 TBD Maximum number of participants: 40



These sessions are mandatory for selected principals



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Inclusive Practices (For Early Implementer Sites Only)

Targeted Audience: Early Implementer Site Teams which includes (Caleb Greenwood, Jed Smith, Oak Ridge, Sutterville, California, C.K. McClatchy) and Central Office Special Education Staff)

Facilitator: Dr. Marilyn Friend

Staff will engage in team planning sessions to strengthen their organizational structures around Inclusive Practices. In addition teams of general education and special education staff will deepen their knowledge of co-teaching practices that support student’s academic engagement. Teachers will receive coaching and constructive feedback throughout the year. Outcomes: Staff at Early Implementer sties will develop a plan of current inclusive practices within their sites, as well as where they will be expanding on to bring them to a higher level of implementation. Targeted discussions will include working with paraprofessionals and using data to evaluate current practices of RTI within the site.

Date Time No. of Days Location August 19, 2011 (Oakridge Only) 8:30 am – 3:00 pm 1 Oak Ridge, Room

25 August 24-25, 2011 (Jed Smith only) 8:30 am – 3:00 pm 2 Jed Smith, Room 10 August 29, 2011 (Cal Middle & C.K. McClatchy Only)

8:30 am – 3:00 pm 1 California Middle, Library

August 30, 2011 (Caleb Greenwood & Sutterville Only)

8:30 am – 3:00 pm 1 Sutterville, Library

August 31, 2011 Special Ed Central Office Staff Only)

8:30 am – 3:00 pm 1 California Middle, Library

Dates for Series: Date Time No. of Days Location September 15-16, 2011 8:30 am – 3:00 pm 2 School Site Visit November 15-16, 2011 8:30 am – 3:00 pm 2 School Site Visit January 26-27, 2012 8:30 am – 3:00 pm 2 School Site Visit March 29-30, 2012 8:30 am – 3:00 pm 2 School Site Visit

Maximum number of participants: 20 per site Possible Funding Sources: District sponsored: Categorical and Grant Funds




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Raising the Academic Rigor While Meeting the Unique Needs of Students (For Special Day Class

Teachers)

Targeted Audience: Special Day Class Teachers

Facilitator: Becky Bryant

These sessions will provide Special Day Class teachers with strategies designed to provide students a rigorous and relevant curriculum while addressing grade level standards.

Outcomes: Teachers of Special Day Class programs will be able to differentiate within each

classroom to target individual student’s areas of need and create a scaffold leading to grade level

standards.

Fall Series

Date Time No. of Days Location October 12, 2011 3:30 – 6:30 pm 4 Serna - All Community

Rooms November 16, 2011 3:30 – 6:30 pm California Middle, Library December 7, 2011 3:30 – 6:30 pm Serna – All Community

Rooms January 18, 2012 3:30 – 6:30 pm California Middle, Library

Spring Series

Canceled: 3/21/12 session Date Time No. of Days Location March 21, 2012 3:30 – 6:30 pm California Middle, Library April 11, 2012 3:30 – 6:30 pm 3 Serna – All Community

Rooms May 2, 2012 3:30 – 6:30 pm Serna - All Community

Rooms June 6, 2012 3:30 – 6:30 pm Serna – All Community

Rooms

Maximum number of participants: 35 each series

Possible Funding Sources: District sponsored: Categorical and Grant Funds




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3:30 – 6:30 pm 3:30 – 6:30 pm


March 13, 2012 April 10, 2012

3:30 – 6:30 pm 3:30 – 6:30 pm







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Practical Behavior Management

Targeted Audience: Site Administrators, K-12 Teachers (including Special Education, GATE, EL and

CTE)

Facilitator: Aaron Stabel

This workshop presents practical techniques on how to change tantrum and defiance into communication and

cooperation. Participants will learn to:

Understand the motivation behind a problem behavior

Prevent the problem from occurring in the first place

Teach cooperation and appropriate communication

Encourage respect and good behavior

Use effective strategies when responding to problem behaviors

Outcomes: Participants will learn why establishing a positive classroom climate is the best way to teach and manage student behavior. Participants will learn a variety of practical and effective reinforcement strategies and be able to recognize potential behaviors and use relevant techniques to calm and de-escalate problem situations.

Date Time No. of Days Location October 4, 2011 October 24, 2011 November 29, 2011 January 10, 2012 March 7, 2012

3:30 – 6:30 pm 5 Serna, Minnesota/ Michigan & Pennsylvania Community Rooms






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Understanding Strategies Designed to Promote Positive Student Behavior

Target Audience: All Special Education Paraprofessionals


Staff will engage in practical strategies to support a positive school environment, designed to establish positive classroom environments that promotes student success.

Outcomes: Participants will support a positive environment by implementing strategies discussed. Participants will walk away with a better understanding of each disability and learn intervention and strategies that promote student success.

Date Time No. of Days Location August 16, 2011

10:00 am – 3:30 pm 3 Caleb Greenwood

November 2011 – TBD minimum day)

3:30 – 5:30 pm Serna Center

March 2012– TBD minimum day)

3:30 – 5:30 pm Serna Center






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Working Together for Student Success

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


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 behavior management, social skills, accommodations in the classroom, sensory strategies, data collection and IEP implementation, including basic Autism awareness.

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 17, 2011 8:30 am – 3:00 pm

3 Caleb Greenwood

November, 2011 (2 days – TBD minimum days)



March, 2012 (2 days – TBD minimum days)




Possible Funding Sources: District sponsored: Categorical and Grant sponsored




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YOU

TH D

EVEL

OP

MEN

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Prevention 101-103

Targeted Audience: Teachers, counselors, SCUSD employees, community partners, parents

Facilitator: UC Davis CRESS Center

Provide an overview of basic information for substance abuse prevention.

Outcomes: Participants will be have an understanding of the Youth Development framework, and be more aware of the importance of youth-adult relationships, social and emotional supports, service learning, cultural competencies, etc.

Date Time No. of Days Location TBD TBD 5 TBD Maximum number of participants: 50





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Project Alert

Targeted Audience: Middle School Teachers and Counselors—must commit to provide TUPE services to middle school students










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Foster Youth Services 101 – Trauma and Learning

Targeted Audience: Teachers, counselors, SCUSD employees, community partners, foster parents

Facilitator: Ellen Sorkin/Aliya Holmes

Participants will receive current information related to foster youth, child abuse, post traumatic stress disorder & the effects of trauma on learning; awareness of district and community resources.

Outcomes: Increased awareness of issues related to foster youth and increased strategies/tools to engage foster youth in the classroom and community






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Facilitator: Stacey Bell, Ellyne Bell (SCUSD School Board), Sgt Charles Husted (Sac PD)

Participants will receive current information related to sexual exploitation and the prostitution of juveniles; risk factors & trauma; awareness of district and community resources

Outcomes: Increased awareness of issues related to sexually exploited children & teens, ability to recognize risk factors and provide relevant resources to children & families




Mentoring 101


Facilitator: TBD










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Facilitator: Lozano Smith, Barbara Kronick (possibly others)





Date Time No. of Days Location August or early September

TBD 1 (2 sessions)

TBD






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ZAN

GLE

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Zangle SBRC Report Card Training

Targeted Audience: Elementary school teachers

Facilitator: Bill Kern

This session will provide teachers with the necessary skills to

Enter marks into the Zangle Standards-based report card (SBRC) input screen

Use the data entry tools available for entering marks quickly

Web reports available for auditing the marks entered.

Entry of Comments and Notes for each student

Outcomes: Participants will be able to enter student marks, comments, and notes pertaining to

student’s academic performance.

Revised Date Time No. of Days Location September 13 & 14, 2011 3:30 – 4:30 pm 14 Serna - Training Rooms

September 15, 2011 Serna - California

September 20, 2011 Serna - Pennsylvania



October 5 & 6, 2011 Serna – Training Rooms

October 19, 2011 – Canceled Serna – Training Rooms

October 20, 2011 Serna - California October 24, 25, & 26, 2011 Serna – Training Rooms



Contact: [email protected]>


2011 2012 professional development catalog€¦ · special thanks and appreciation to the awesome...

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