EDUCATORS THROUGH

PROFESSIONAL LEARNING

Professional Leornillf Series 2017-18

This class is part of theLead, Inspire, Innovate series.

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Table of Contents EMPOWERING Teacher Leaders, Administrators and Leadership Teams through Teacher Leadership ........ 3

Curriculum, Instruction and Assessment ..................... 4 Infrastructure and Leadership ...................................... 6

EMPOWERING Teachers & Teacher Leaders with Tiered Instructional Support ............................................................ 9

Literacy....................................................................... 10 Math ........................................................................... 15 Science ...................................................................... 18

Contacts: Amy Moine - amoine@aea267.k12.ia.us

• Teacher Leadership - Heather Gould hgould@aea267.k12.ia.us • Science - Kay Schmalen kschmalen@aea267.k12.ia.us • Math - Sandra Ubben subben@aea267.k12.ia.us • Literacy - Patty Foster pfoster@aea267.k12.ia.us

Please note that after June 1st, 2017 all AEA 267 email addresses will change to centralriversaea.org.

Join us at this ZOOM link https://zoom.us/j/981188823 for orientations explaining our Professional Learning Series In Leadership, Teacher Leadership and Tiered Instructional Support. The 60 minute orientations will be hosted at the following dates and times via ZOOM.

7:30 am to 8:30 am May 2, 3

TIP: When searching for offerings please search by title and enclose the title in quotation marks, for example, “Standards Based Grading”.

“Collaborative Leadership has transformed our school culture! Shared beliefs and values surround a common vision aligned to our school improvement efforts. Teachers have been empowered by opportunities to participate in leadership teams, professional learning communities, coaching cycles and learning labs. Administrators and teachers embrace a growth mindset and are working together effectively for change!

--Janesville CSD

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ADULT COLLABORATIVE COMMUNICATION CONTENT/PEDAGOGY/ DATA ORGANIZATIONAL SYSTEMS LEARNING CULTURE ASSESSMENT LEADERSHIP THINKING

EMPOWERING TEACHER LEADERS, ADMINISTRATORS

AND LEADERSHIP TEAMS THROUGH TEACHER LEADERSHIP

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The overriding philosophy behind a teacher leader system is complex, but the ultimate goal is clear - improving student learning. There is no better way to do this than to empower teachers and administrators to lead the effort. The professional learning experts at Central Rivers AEA have collaborated to develop this series of offerings to support local schools with their infrastructure in designing and implementing strong

alignment between their curriculum, instruction and assessment.

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Curriculum, Instruction and Assessment

Embedding the Formative Assessment Process into Classroom Instruction Featuring Dylan WiliamFirm evidence shows that formative assessment is an essential component of classroom work and that its development can raisestandards of achievement. The student gains in learning triggered by formative assessment were amongst the largest ever reported foreducational interventions (Black and Wiliam, 1998).In this workshop, participants will be provided an opportunity to deepentheir understanding of the formative assessment process and increasetheir ability to implement the various strategies of this process at highlevels so increased student learning can occur.June 27, 2017

The Formative Instruction/Assessment Process -Year 1 This course will provide leadership teams with a foundationalunderstanding of the formative assessment process. Learningopportunities will initially focus on the functional attributes of theassessment for learning process, and move forward to consider suchaspects as learning intentions, activities to elicit evidence of studentlearning, instructional modifications based upon collected evidenceof learning, descriptive feedback and self and peer assessment.Participants will be expected to actively apply concepts into theirclassroom/school and will frequently share implementation experienceswith other participants. Participants are encouraged to attend as part ofa leadership team and to make a multi-year commitment to this learning.If interested in this learning opportunity, please contact the instructors for additional information. June 2017-April 2018

What to Look for in Today’s ClassroomFeaturing George CourosThe focus of the classroom has, for the better, shifted from a focus on the teacher to a focus on the learner. Couros will share several elements of what we should be looking for in today’s classroom, knowing that focusing on only a few at a time, can start the move towards atransformational learning environment.November 9, 2017

Vision for Instruction Workshop SeriesThe purpose of this workshop series is to help educators buildunderstanding and uncover misconceptions around best instructionalpractices in specific content areas. The series is for administrators, teacher leaders, beginning teachers, and anyone else who feels aneed to increase his pedagogical content knowledge in one or more ofthese areas: math, science, literacy, social studies, early childhood and technology. Summer 2017-March 2018

Instructional Foundations: Relationships, Routines, Relevance, and Rigor */**/***How can personal mindsets, strengths, and passions positively impact theteacher leader system? Participants will explore the unique characteristicsof their learning community and consider how thoughtful decision-making can impact student success. Throughout the course, there willbe opportunities to promote personal and professional growth, whileincreasing content knowledge aligned to specific roles. Participants willlearn how to best design an environment to meet the diverse needs oflearners in a rigorous way that engages students in the learning process.George Couros will jumpstart this learning. A variety of instructors will be called on as we dig deeper into the elements of a highly effective classroom! September 2017-May 2018

Mastering Elementary Science Content for the Next Generation Standards */**This two-credit course is designed to cover and explain elementary sciencecontent aligned with Next Generation Science Standards for elementaryteachers. Physical, life, earth/space science will all be covered to varyingdegrees. Class participants will be encouraged to let instructors know anyparticular science themes they find to be challenging for class discussionand demonstration. June 2017

Elementary (K-6) Integrative STEM Environment */**This course is designed to assist the elementary (K-6) classroom teacher, instructional coach, lead/mentor teachers, and administrators on a varietyof instructional approaches, possible redesign of physical environment,and schedules to integrate science and literacy within the confines of theschool day. Participants will experience inquiry-based, student-centered activities and lessons that incorporate both NGSS/Iowa science standardsas well as Iowa Core literacy standards in a STEM environment. Dates TBA

Building Literacy in Social Studies for ElementaryParticipants will learn the six shifts within the Iowa Core in Literacy andfive shifts for social studies and how they connect to an elementary socialstudies classroom. These ELA shifts include building knowledge through a balance of fiction and non-fiction texts, academic vocabulary, text complexity, text-based evidence and argument, and writing from sources. In social studies the shifts include craft questions that spark and sustain aninquiry, cultivate and nurture collaborative civic spaces, integrate content and skills purposefully, promote literacy practices and outcomes, and provide tangible opportunities for taking informed action. Social studiesbest practices and examples will be used throughout the two days. June 2017-July 2017

This extended learning is part of theLead, Inspire, Innovate series.

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Document-Based Questioning (DBQ) 2-DayWorkshop SeriesFeaturing Beth Montgomery (DBQ Project)Are you a social studies or ELA teacher looking for engaging ways to teach close reading and evidence-based argument writing? Using theDBQ Project Method, this 2-day workshop series includes learningand practicing strategies for closely reading and analyzing documents,organizing evidence from documents into analytical categories, anddeveloping a cohesive argument to support a claim orally and in writing.Participants will receive numerous teaching ideas and a unit from The DBQ Project Materials. August 7, 2017 and October 12, 2017

Frameworks and Foundations of Technology Integration */**In this hybrid course teachers and coaches will learn how to increase theireffectiveness by learning how to integrate various technology integration and implementation models into their work. Participants will learn how touse tools such as TPACK and SAMR, among others, to better integrate available technologies to impact student learning in the classroom. July 2017-October 2017 or September 2017-March 2018

STEM Professional Development - PaloozaAre you looking to be fully up-to-speed on STEM? Consider spending aweek with us, expense-free, at our STEM Professional Development -Palooza! A star-studded parade of Iowa STEM experts will provide you a window into assets and resources that can make STEM hum locally. This opportunity is for K-12 teachers and administrators, as well as informaleducators and teacher-preparers. Capacity is limited. July 17-21, 2017

Formative Assessment in the Mathematics Classroom*/**This course will help math educators develop an understanding offormative assessment and its impact on student learning specific tothe math classroom. Through the study of Iowa Core Mathematics and Bringing Math Students Into the Formative Assessment Equation byCreighton, Tobey, Karnowski, and Fagan, participants will learn how to develop learning intentions and success criteria, analyze assessmentsto determine the next instructional steps, and develop a growth mindsetenvironment in their math classroom. Through face-to-face meetings, online discussions, implementation assignments, and reflection,participants will have a deeper understanding of what their students knowand don’t know about the math concepts being taught. August 2017-February 2018

Iowa Core Mathematics: Teaching Numeracy in Lower Elementary */**This course focuses on the pedagogical content knowledge teachers needto effectively implement Iowa Core Mathematics numeracy standards in kindergarten–grade 2. Participants will study Iowa Core Mathematics andthe book Children’s Mathematics, Cognitively Guided Instruction (SecondEdition) by Carpenter, Fennema, Franke, Levi and Empson, to deepen their pedagogical content knowledge for teaching numeracy in grades Kthrough 2. August 2017-May 2018

Iowa Core Mathematics: Teaching Fractions in Upper Elementary */**This course focuses on the pedagogical content knowledge teachers needto effectively implement Iowa Core Mathematics fraction standards in Grades 3 to 6. Participants will study Iowa Core Mathematics and the bookExtending Children’s Mathematics, Fraction and Decimals: Innovations in Cognitively Guided Instruction by Susan B. Empson and Linda Levi, todeepen their pedagogical content knowledge for teaching fractions. August 2017-May 2018

Iowa Core Mathematics: Teaching Proportional Reasoning in Middle School */**Participants will study Iowa Core Mathematics and the book Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers by Susan J. Lamon, to deepentheir pedagogical content knowledge for teaching ratios and proportionalrelationships. August 2017-June 2018

Literacy Instruction in a Workshop Setting, K-8 */**This 4-credit course will explore the current research behind evidence-based best practices in literacy instruction as implemented in a workshopsetting. It will provide foundational theory, instructional techniques, assessments, and responsive intervention approaches to advance studentlearning. Additional focus will highlight the influence of the Iowa Core Standards on literacy instruction. August 2017-May 2018

Best Practices in Literacy Instruction, 1-5 */**This course will explore the current research behind evidence-basedbest practices in literacy instruction, as well as practical suggestions forenhancing the literacy development for all students. Additional focus will highlight the influence of the Iowa Core Standards on literacy instruction. September 2017-December 2017

Words Their Way */**This course is designed for K - 8 educators, literacy coaches, readingspecialists and administrators in providing an alternative to traditionalspelling. Participants will be provided with current research andbackground information to understand the components and effectiveness of a word study approach. As a result of this learning, teachers will be prepared to assess students’ orthographic knowledge, analyze data, flexibly group students, and develop differentiated instructional activities. July 2017-November 2017

* Learning opportunity is applicable to theinstructional coaching certification

** Learning opportunity is applicable to the modelteacher certification.

*** Learning opportunity is applicable to the mentorteacher certification.

For more information about the coaching certifications,visit the Central Rivers AEA Teacher Leadership website.

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Infrastructure and Leadership

Beyond Teaching Transparently: Maximizing Systems and RolesFeaturing Sarah Brown-Wessling Whether you have implemented Teacher Leadership for a few years or are just getting started, this workshop day will help individuals orteams zoom-out to see the possibilities of TLC and zoom-in on the work of your own district, school or self. We’ll begin the day by highlighting some “bright spots” work of teams in the AEA 267 area who have begun their journey and are finding success. We’ll also share some of the common struggles schools are encountering, especially with the role ofmodel teachers, and offer concrete, actionable ways to keep your TLC flourishing from each role. We’ll also model what some of this work can look like and engage you in conversations and protocols you can takeback to your own schools. May 9, 2017 (Cedar Falls) May 16, 2017 (Clear Lake)

Beyond Teaching Transparently: Designing a YearFeaturing Sarah Brown-Wessling Teaching and leading are incredibly complex, especially as we continue to unpack the ways TLC can elevate the learning in our schools. Yet, we are also our own best resources in contending with these complexities.Given space, time and people, we can find solutions that keep theintegrity of our individual schools and systems. Bring members from your entire TLC team-structure, or bring just a few. Inspired by the concept of start-up weekends and EdCamp, this workshop experience will inviteyou to use a unique teaming structure and process to help you tackleyour most “knotty” problems. This high-energy day will not only connect you with others who are also wrestling with the same challenges, it willensure you leave with a tangible idea, solution, or plan to put in place.If you want to be part of a unique experience that will launch you into anew school year with gusto and confidence, come join us! June 8, 2017 (Cedar Falls) June 9, 2017 (Clear Lake)

Student-Centered Coaching with Diane Sweeney ConsultingFeaturing Leanna Harris (Diane Sweeney Consulting)This 2-day kick-off is a replication of Diane’s Student-Centered Coaching Conference. These two days will equip teacher leaders andadministrators with the knowledge and tools needed to positively impactteacher practice and student achievement through implementation ofa student-centered coaching model. If you have previously taken aStudent-Centered Coaching course, this will be repeat information. Ifyou are interested in an extended student-centered coaching learningopportunity, please explore courses found within this brochure. June 14-June 15, 2017

Student-Centered Coaching (Year 1) *Featuring Leanna Harris (Diane Sweeney Consulting)This course will equip teacher leaders with the foundation, tools, andsupport needed to effectively impact student achievement through a student-centered coaching model. Teacher leaders will learn how to implement a student-centered coaching model that increases teachereffectiveness and student achievement by focusing on student outcomes. This learning opportunity coincides with Student-Centered Coaching forAdministrators so coaches and administrators can learn together. June 2017-April 2018

Student-Centered Coaching for AdministratorsFeaturing Leanna Harris (Diane Sweeney Consulting)Administrators will learn how to best support teacher leaders as theyimplement student-centered coaching, a coaching model that increasesteacher effectiveness and student achievement by focusing on student outcomes. Emphasis will be placed on the role of administrators inleading the coaching effort. This learning opportunity coincides with Student-Centered Coaching (Year 1) so coaches and administrators can learn together. June 2017-April 2018

Fierce Conversations* Educators will learn the four conversation models that become workhorses for individuals and organizations: team conversations,coaching conversations, delegation conversations, and confrontationconversations. With the focus on these four conversations, participantswill be supported in their implementation through a professional learningcommunity providing coaching and feedback June-July 2017

4th Annual Leveraging Teacher Leadership InstituteThis is the 4th year that Teacher Leaders and Administrators join together to learn with one another, all in the service of supporting Iowa’s children through Iowa’s TLC program! This year’s institute is sure to inform, engage, and inspire educators across Iowa to take backideas, strategies, and resources that will help to improve practices thatadvance the teaching profession. July 13, 2017

Teaching Transparently Kick Off for Administrators: Setting Up Model Teachers for SuccessFeaturing Sarah Brown WesslingThis two-day kick-off is facilitated by Sarah Brown Wessling, National Teacher of the Year (2010.) Administrators and their model teachers will spend time establishing a clear vision for model classroom teachers intheir schools. July 18-19, 2017

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Teaching Transparently: The Role of the Model and Mentor Teacher Featuring Sarah Brown-Wessling **/***In this course facilitated by Sarah Brown-Wessling, National Teacher of the Year (2010), model and mentor teachers will have opportunities to enhance their practice through a series of authentic teachingexperiences. These experiences will allow educators a chance to define their role, learn to discern instructional moves through observationand practice, construct a personal growth plan, and use reflection as ameans for making teaching transparent. July 2017-2018

Administrator Support ProgramPrincipals and their school teams are invited to apply for the 2017-18TLC Administrator Support Program. The TLC Administrator Support Program is a comprehensive, year-long professional developmentprogram that focuses on building the capacity of the principal to developand facilitate distributed leadership in their school through leveragingteacher leaders as part of their leadership team. The program kicks off with a three-day summer intensive training for principals, followed bythree half-day workshops during the school year for principals and their teams. The principals involved also receive one-on-one school-basedcoaching. There is limited space in this program; therefore, we have an application deadline of April 19, 2017. If you are interested, please contact Amy Moine at amoine@aea267.k12.ia.us Administrator Support Program Application (Deadline April 19, 2018) July 2017-May 2018

Learning Labs: Another Piece of the Teacher-Leadership PuzzleFeaturing Leanna Harris (Diane Sweeney Consulting)This workshop will provide your team time and space to build a commonunderstanding of how teacher leader roles fit together. Specifically, teams will learn how the roles of model teachers and instructional coaches unite through the use of learning labs August 15, 2017

Student-Centered Coaching (Year 2) *Featuring Diane Sweeney and Leanna Harris (Diane SweeneyConsulting)In this course teacher leaders will continue to work toward the implementation of student-centered coaching. Emphasis will be placedon negotiating challenges related to implementing coaching, collectingdata, and refining the use of the core practices for student-centeredcoaching . In addition, teacher leaders will have the opportunity toincrease pedagogical knowledge in one or more content areas in orderto help teachers improve instruction and meet student-centered goals. August 2017-April 2018

Mentoring Matters Level 1*** Mentoring Matters Level 1 is a blended learning opportunity for thosenew to the mentoring role or for those aspiring to mentor beginningeducators. Level 1 will focus on building an introductory awareness ofthe tools and concepts necessary in developing the capacity for mentors

to support beginning teachers. This course will provide support to initiate, develop, and maintain learning-focused relationships that correlate withthe developing needs of beginning teachers. September 2017-April 2018

Mentoring Matters Level 2*** Mentoring Matters Level 2 will continue to build upon and developconcepts and strategies introduced in Level 1. This blended learning opportunity is suggested for mentors with at least one year mentoringexperience. Mentors will continue to deepen their practice throughstrategies to increase versatility, capacity, and fluency within their mentoring skills by further refining learning-focused relationships andarticulating mentoring teacher leadership roles for other educators andstakeholders through a final project. September 2017-April 2018

Effective Facilitation for Productive Professional Learning and MeetingsFeaturing Dana SchonWhether leading a PLC team, engaging an entire staff in professional learning, or facilitating a meeting, every leader needs tools to maximizethe productivity of the group. Come fill your toolbox with strategies forgrouping, keeping the group on-task, encouraging full participation by allmembers, supporting small and whole group interaction, moving groupsto consensus, engaging in productive debate, and processing issues/ideas from multiple perspectives. Participants will also explore planningand organizational tools. September 7, 2017

MTSS at the Secondary Level: Building aSustainable Framework to Meet Student Needs Developing and implementing a Multi-Tiered System of Supports (MTSS) framework can be a challenging task to accomplish, particularly at thesecondary level. This course will assist secondary leadership teams inunderstanding the critical elements to establish or enhance the MTSSframework in their building. They will also recognize how they can use state-created processes and resources to support this work. September 2017-May 2018

Implementing Change Through Learning: Leveraging Organizational Leadership*Change is hard and is often left to chance. It takes systematic actionsfor true student outcomes to be realized. As a change facilitator in your district, you can choose to let it happen, help it happen, or make ithappen. In this course, learners will gain a clearer understanding of thepatterns, principles, and potholes involved in the change process andgain access to tools and resources to increase the odds of teachers’systematically implementing school improvement practices with fidelity Dates TBA

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Table of Contents EMPOWERING Teacher Leaders, Administrators and Leadership Teams through Teacher Leadership ........ 3

Curriculum, Instruction and Assessment ..................... 4 Infrastructure and Leadership ...................................... 6

EMPOWERING Teachers & Teacher Leaders with Tiered Instructional Support ............................................................ 9

Literacy....................................................................... 10 Math ........................................................................... 15 Science ...................................................................... 18

Contacts: Amy Moine - amoine@aea267.k12.ia.us

• Teacher Leadership - Heather Gould hgould@aea267.k12.ia.us • Science - Kay Schmalen kschmalen@aea267.k12.ia.us • Math - Sandra Ubben subben@aea267.k12.ia.us • Literacy - Patty Foster pfoster@aea267.k12.ia.us

Join us at this ZOOM link https://zoom.us/j/981188823 for orientations explaining our Professional Learning Series In Leadership, Teacher Leadership and Tiered Instructional Support The 60 minute orientations will be hosted at the following dates and times via ZOOM.

7:30 am to 8:30 am May 2, 3

TIP: When searching for offerings please search by title and enclose the title in quotation marks, for example, “Standards Based Grading”.

“If we want to do better things for students, we have to become the guinea pigs and immerse ourselves in new learning opportunities to understand how to create the necessary changes.

We rarely create something different until we experience something different.” ― George Couros, The Innovator’s Mindset

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EMPOWERING TEACHERS & TEACHER LEADERS WITH TIERED

INSTRUCTIONAL SUPPORT

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This Content Series offers schools choices for tiered approaches to support classroom instruction. These offerings support systems planning, collaboration and implementation that gives schools solutions for

accelerating student learning.

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LITERACY: Solutions to Closing the Gap

Rigorous Literacy Core with Scaffolds (Prevention)

Early Childhood Every Child Reads 3 to 5 This course is designed for beginning teachers and all paraeducators in preschool classrooms. It provides instructional techniques to improve the early literacy skills (language, reading, writing) of children in an early childhood environment. The training is especially useful for schools which have been awarded Statewide Voluntary Preschool grants and/or for schools who plan to apply for the funding in the future. November through December; January through February; and April through May

Strengthening Universal Literacy Instruction in the Preschool Classroom. (Early Childhood Symposium Topic for 2017-18) This course is designed for preschool teachers, ECSE staff who support preschools, paraeducators (with teachers), team reps who serve district preschools, instructional coaches and administrators to selected sessions. In this year long opportunity, participants will be assisted to examine their literacy data (GOLD, IGDIs, informal assessments) in order to determine the potential success of their current universal instruction. They will use the Preschool Literacy Building Blocks in order to determine where their universal instruction may be strengthened and where differentiation will need to occur. Participants will be provided evidence based universal instruction practices in the areas of oral language development (vocabulary), phonological awareness, alphabetic principle, story book comprehension and emergent writing skills. September (Cedar Falls), October, November (3 regional sites), December through February (distance learning), March, April, May (3 regional sites)

K- 12 MackinVia : Curriculum Integration This is a blended learning opportunity with a one day face-to-face session followed by an online component which will require an implementation of course learning. Participants will be taken through the resources available through the Mackin VIA eBook platform and instruction will be given on the Mackin Reader, including highlighting and note-taking capabilities. Instructional examples of determining text complexity and lessons using close reading will be provided. Participants will participate in continued learning via Moodle with a focus on close reading which will include a peer review of their implementation plan. Face-to-Face on August 8, 2017; continued learning with Moodle through October, 2017.

K- 8 Literacy Instruction in a Workshop Setting, K-8 This course will explore the current research behind evidence-based best practices in literacy instruction as implemented in a workshop setting. It will provide foundational theory, instructional techniques, assessments, and responsive intervention approaches to advance student learning. Additional focus will highlight the influence of the Iowa Core Standards on literacy instruction.

PREVENTION 10

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MackinVia : Curriculum Integration This course will explore the current research behind evidence-based best practices in literacy instruction, as well as, practical suggestions for enhancing the literacy development for all students. Additional focus will highlight the influence of the Iowa Core Standards on literacy instruction. September through December

Next Steps in Literacy Workshop for Classroom Teachers This course is a continuation of learning for educators who have taken the Literacy Workshop For Classroom Teachers course the previous school year. Participants will focus on deepening their understanding of a workshop framework and will be required to continue implementation of the workshop framework for reading, writing, and language. October through April

Best Practices in Literacy Instruction, 6-12 This course will explore the current research behind evidence-based best practices in literacy instruction, as well as, practical suggestions for enhancing the literacy development for all students. Additional focus will highlight the influence of the Iowa Core Standards on literacy instruction. January through May

Words Their Way This course is designed for K - 8 educators, literacy coaches, reading specialists and administrators in providing an alternative to traditional spelling. Participants will be provided with current research and background information to understand the components and effectiveness of a word study approach. As a result of this learning, teachers will be prepared to assess students’ orthographic knowledge, analyze data, flexibly group students, and develop differentiated instructional activities. July through November

Using Running Records to Guide Instruction This course is designed for classroom, Title 1, special education, and intervention teachers of primary literacy. Coding, as well as analysis of running records, will be covered. Instructional implications will center on: monitoring progress, instructional changes/focus, independent reading choices, grouping students for guided reading, book selection, and teaching points for student conferences. September through April

3-12 Word Study: Grades 3-12 This course is designed for teachers in grades 3 - 12 and will teach you how to provide instruction on the most common prefixes, suffixes, and roots in order to help students decode and understand the meaning of multi-syllabic words. September through April

Middle School High School MS/HS Writing Workshop This course will prepare 6th-12th grade English Language Arts teachers to understand and implement writing workshop within their classroom. It will also equip District Literacy Coaches with an understanding of effective and aligned workshop knowledge to support teachers in their districts. In addition to learning the workshop framework, participants will be immersed in best practices in teaching and assessing writing; they will also have ample opportunities to utilize the Iowa Core English Language Arts Standards and experience technology-infused writing integration August through Nov. 2017 / January through May 2018

PREVENTION 11

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Layered Literacy Support (Targeted Intervention)

Elementary An Intervention Framework for Interventionists This course is designed for all strategy/intervention teachers (special ed, Title 1, Reading Recovery, EL) and aligns with effective instruction in the classroom. Teachers learn a small group framework for systematic interventions to prevent or reverse reading difficulties. Sensitive observation of student reading and writing behavior and teacher scaffolding are key components of the learning . Interventions are aligned, can be layered for intensity, and are intended to mirror instruction in the workshop for transfer. This framework has embedded opportunities for teachers to monitor student progress and can be used as a structure for the district Multi-Tiered System of Supports. September through April

3rd - 12th KU Writing Strategies I: This course will provide instruction in the following three KU Learning Strategies for the written expression area: 1. Fundamentals in Sentence-Writing. This strategy teaches students how to write complete simple sentences and includes lessons on various sentence components; 2. Proficiency in Sentence-Writing - This strategy is designed to teach students how to recognize and generate a variety of complete sentences. They are taught to write simple, compound, complex, and compound-complex sentences; 3. The EDIT Strategy - This strategy teaches students to find and correct errors on assignments created with a word processor. September through April

KU Writing Strategies II: This course provides instruction in two KU Learning Strategies for the written expression area. The first strategy is the the Paragraph Writing Strategy, which teaches students to write nine different types of organized, complete paragraphs. They are also taught how to monitor their work as well as to generate topic, detail, and clincher sentences. The other strategy included in this course is the Fundamentals in Theme Writing Strategy. This strategy is designed to help students organize and express large bodies of information. They are taught to use a structure that includes an introduction, a body, and a conclusion and that involves connecting paragraphs with appropriate transitions. October through March

Middle School - High School 2nd Chance Reading Second Chance for Struggling Readers is a two-year targeted intervention designed for students Grades 6-12 who are two to five years below grade level in reading. This instructional framework consists of strategies surrounding the following four strands of quality reading programs: vocabulary, comprehension, fluency, and independent reading. Teachers will be trained in understanding the four key reading strands, scheduling and planning for classroom implementation, and analyzing data to make instructional decisions. June 2017 through April 2018

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Layered Literacy Support (Intensive Intervention)

Elementary Reading Recovery Ongoing learning and training classes - 12-20 week intervention (1st grade) Reading Recovery is a short-term intervention for first graders having extreme difficulty with early reading and writing. Specially trained teachers work individually with students in daily 30-minute lessons lasting 12 to 20 weeks. After a full series of lessons, about 75% of these formerly lowest students reach grade-level standard. September through May

Literacy Lessons Literacy LessonsTM is an intervention designed to reach young children (generally Grades 1-4) in special education or ESL settings who are struggling with beginning reading and writing but are not eligible for Reading Recovery. Specialist teachers in these two settings are trained to use Reading Recovery instructional procedures to design individual lessons for their students with the goal of accelerating their literacy learning. Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention. August through May

Multi Sensory Approach to Reading This course is geared to K-2 general education teachers as well as special education teachers, Title I, and ELL Teachers who work with students reading below grade level. Participants will be instructed in various multisensory approaches when teaching reading and spelling in small intervention groups. Participants will have a hands-on opportunity to practice these approaches. August through March

Middle School - High School Supporting Struggling Readers Including Those Diagnosed with Dyslexia in Grades 3 - HS This course is for teachers who work with 3rd grade to HS students who are struggling readers or may have dyslexia. Information on accurately identifying, assessing, and using evidence-based interventions will be shared. General education and special education teachers will learn how to analyze reading and writing assessments in order to identify reading difficulties and intervene with targeted individualized instruction. September through December

Fusion Reading Fusion Reading is an intensive reading intervention for struggling adolescent readers, who score between the 5th and 30th percentiles on standardized reading assessments. The instructional components of the program include decoding, vocabulary, fluency, and comprehension. Classroom management procedures along with a motivational component are also included. Instruction is intended for small groups with no more than 12 – 15 students. Fusion Reading is used in general education, special education, and co-taught classrooms at the middle and high school levels. Instruction occurs daily for one or two class periods for up to two years. August through May

INTENSIVE INTERVENTION 13

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KU Reading Strategies This course will provide instruction in three reading comprehension strategies developed by the Center for Research on Learning at the University of Kansas. The first strategy is Fundamentals of Paraphrasing and Summarizing, which is designed to assist students to acquire fundamental skills in identifying, paraphrasing, and summarizing important information in a text. The second strategy presented is the Main Idea Strategy, which assists students in focusing on main ideas and details. The third strategy is the Inference Strategy. This strategy improves students’ ability to comprehend and respond to inferential questions. These strategies can be used in the general education, special education, and co-taught settings and with both literature and non-fiction text. They are especially effective for Tier 2 and Tier 3 small group interventions. October through April

Responsive Teaching in Literacy for Special Education Teachers Through partnerships with local schools, Central Rivers AEA will support sustained, evidence-based literacy efforts to accelerate the learning of students with reading disabilities in Grades K-6. Critical components of this partnership will include tools for informal and formal assessment that drive the implementation of evidence-based reading instruction in support of responsive teaching as determined by IEP goals and Iowa Core Standards. Partnership teachers will be provided with ongoing professional development, onsite coaching, and support for goal-setting, data analysis, and instructional planning. This partnership is based upon instructional recommendations that are derived from a critical body of reading research, which identifies specific high impact skills in the areas of phonemic awareness, phonics, comprehension, fluency, and vocabulary. August through April

INTENSIVE INTERVENTION 14

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Rigorous Math Universal Core with Scaffolds (Prevention)

MATH: Solutions to Closing the Gap

Number Talks in Grades K-5 This course will help educators deepen their pedagogical content knowledge for building computational fluency and number sense. Participants will study Iowa Core Mathematics and the book Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5 by Sherry Parrish. The course will focus on understanding the grade-specific expectations and cross grade-level learning progressions of Iowa Core Mathematics standards for basic facts and multi-digit computation. The course will also focus on helping teachers use Number Talks to help students:

• engage in conversations around meaningful mathematics,

• develop computational strategies based on place value, number relationships and the properties of operations, and

• build computational fluency

For more information on current opportunities: Number Talks In Your District Number Talks at the Marshalltown AEA - Fall 2017 Number Talks at the Clear Lake AEA - Fall 2017

Iowa Core Mathematics: Teaching Numeracy in Lower Elementary This course focuses on the pedagogical content knowledge teachers need to effectively implement Iowa Core Mathematics numeracy standards in Kindergarten–Grade 2. Participants will study Iowa Core Mathematics and the book Children’s Mathematics, Cognitively Guided Instruction (Second Edition) by Carpenter, Fennema, Franke, Levi and Empson, to deepen their pedagogical content knowledge for teaching numeracy in Grades K through 2. This course will focus on:

• understanding the content and instructional shifts for teaching number and operations resulting from adoption of Iowa Core Mathematics,

• building students’ understanding of whole numbers and addition/subtraction through high quality tasks,

• understanding the progression of children’s strategies for solving addition and subtraction problems, and

• designing instruction to integrate algebraic reasoning into the teaching and learning of number and operations.

For more information on current opportunities: Teaching Numeracy In Your District Teaching Numeracy at the Cedar Falls AEA - Fall 2017

We will offer this class in Clear Lake and Marshalltown in the Spring of 2018

PREVENTION 15

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Iowa Core Mathematics: Teaching Fractions in Upper ElementaryThis course focuses on the pedagogical content knowledge teachers need to effectively implement Iowa Core Mathematics fraction standards in Grades 3 to 6. Participants will study Iowa Core Mathematics and the book Extending Children’s Mathematics, Fraction and Decimals: Innovations in Cognitively Guided Instruction by Susan B. Empson and Linda Levi, to deepen their pedagogical content knowledge for teaching fractions. This course will focus on:

• understanding the content and instructional shifts for teaching fractions resulting from adoption of Iowa Core Mathematics,

• building students’ understanding of fractions through solving and discussing word problems,

• understanding the progression of children’s strategies for solving fraction problems, and

• designing instruction to integrate algebra into the teaching and learning of fractions.

For more information on current opportunities:Teaching Fractions In Your District Teaching Fractions at the Clear Lake AEA - Fall 2017

We will offer this course in Cedar Falls and Marshalltown in the Spring of 2018

Iowa Core Mathematics: Teaching Proportional Reasoning in Middle School Participants will study Iowa Core Mathematics and the book Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers by Susan J. Lamon, to deepen their pedagogical content knowledge for teaching ratios and proportional relationships. This course will focus on:

• applying the Mathematics Teaching Practices outlined in Principles to Actions Ensuring Mathematical Success For All,

• understanding students’ reasoning for solving problems involving proportional relationships, and

• implementing research-based instructional strategies to build students’ understanding of ratios and proportional relationships and algebra.

For more information on current opportunities: Teaching Proportional Reasoning at the Cedar Falls AEA - Fall 2017

We will offer this course in Clear Lake and Marshalltown in the Fall of 2018

Formative Assessment in the Mathematics Classroom This course will help math educators develop an understanding of formative assessment and its impact on student learning specific to the math classroom. Through the study of Iowa Core Mathematics and Bringing Math Students Into the Formative Assessment Equation by Creighton, Tobey, Karnowski, and Fagan, participants will learn how to develop learning intentions and successful criteria, analyze assessments to determine the next instructional steps, and develop a growth mindset environment in their math classroom. Through face-to-face meetings, online discussions, implementation assignments, and reflection participants will have a deeper understanding of what their students know and don’t know about the math concepts being taught.

For more information on current opportunities: Formative Assessment in the Mathematics Classroom- Fall 2017

We will offer this course in Marshalltown in the Fall of 2018

PREVENTION 16

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Layered Support (Targeted and Intensive Intervention) Support for Teachers and Coaches in the area of Targeted and Intensive Mathematics Instruction Assessing Math Concepts and Developing Number Concepts (lower elementary)“Assessing Math Concepts, a continuum of nine assessments that focuses on important core concepts and related “Critical Learning Phases” that must be in place if children are to understand and be successful in mathematics. These assessments help teachers to assess their students and give them the necessary information they need to plan their instruction regardless of what curriculum or program they are using in their classroom. The information teachers get can be used to guide their instruction and identify those students who need extra help or intervention.” - Math Perspectives Website (2017) For more information: Assessing Math Concepts Website Developing Number Concepts Website This resource by Kathy Richardson provides nine diagnostic assessments and three books with intervention activities. Contact a Central Rivers AEA Mathematics Consultant to use this resource.

Do the Math (elementary)“Created by Marilyn Burns, Do the Math is a math intervention curriculum with comprehensive teacher support and high-quality instruction designed to help students develop the skills they need to compute with accuracy and efficiency the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems.” - Houghton Mifflin Harcourt, Houghton Mifflin Harcourt Website (2017) For more information: Do the Math Website Districts may pilot a module before deciding to purchase. Contact a Central Rivers AEA Mathematics Consultant.

Do the Math Now (middle school - high school)“Created by Marilyn Burns, Do The Math Now! is an intervention curriculum designed to rebuild numerical foundations and prepare struggling middle and high school students for algebra. Students build numerical understanding, learn to reason, make connections across operations, and apply their skills to higher-level mathematics.” - Houghton Mifflin Harcourt, Houghton Mifflin Harcourt Website (2017) For more information: Do the Math Now Website Districts may pilot a module before deciding to purchase. Contact a Central Rivers AEA Mathematics Consultant.

Tiered AlgebraCentral Rivers AEA Math Team is offering a year-long professional development opportunity to districts wanting to help struggling learners of high school algebra improve their understanding of basic algebra concepts. Algebra concepts are necessary to be successful in future math courses and be prepared for college and career opportunities after the completion of high school. Through additional instruction time and an alternative curriculum high school students will gain a better understanding of solving equations, linear systems, coordinate graphing, fractions, and exponents as well as develop problem solving and reasoning skills. The focus of the work will be to use relevant data to make instructional decisions, learn and implement best practice and structures for interventions, incorporate and establish a growth mind set for all learners, and utilize research-based and best practice resources for struggling learners. Student learning will be used to determine root causes, next steps, instructional decision making, and evaluation of the interventions. The participants will learn to use problem solving and inquiry-based teaching methods including questioning, task selection, and intervention supports needed for struggling learners.

This course is full for 2017-2018 school year. If interested in this opportunity for the 2018-2019 school year, contact a Central Rivers AEA7 Mathematics Consultant.

TARGETED AND INTENSIVE INTERVENTION 17

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Rigorous Instructional Core with Scaffolds (Prevention)

SCIENCE: Solutions to Closing the Gap

Iowa Science Standards Workshop Year 2- Course #15515 Iowa’s science educators continue to move forward in the implementation of Iowa Science Standards. In this 2-day module the goal is to dig deeper into the standards and how these changes will impact instruction. Participants will have additional opportunities to experience lessons that integrate the three dimensions of the science standards: Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. In addition, participants will explore phenomena as well as tools and resources that can be used to modify resources so that they are aligned with the three dimensions. Cedar Falls - April 13, 2017 & May 19, 2017

Iowa Science Standards Year 2 (online module) This online module explores the same concepts as in the face to face Year 2 module and is fully customizable based on needs and format. Options include: working through the module individually or as a team, grade level or department. This module could be done completely online or through a blended environment and participants can engage in the work at a time that is convenient for them. Contact Mandie Sanderman (asanderman@aea267.k12.ia.us) or Kay Schmalen (kschmalen@aea267.k12.ia.us) for more information.

Iowa Science Standards Workshop Year 3 Iowa’s science educators continue to move forward in the implementation of Iowa Science Standards. In this 2-day module the goal is to determine a process for assessing the Iowa Science Standards in the classroom that engage and assess students in all three dimensions: Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts.

Note- dates are tentative, depending on the Iowa Science Leadership Team’s roll-out of the Year 3 module.

Cedar Falls Clear Lake Marshalltown January 26, 2018

February 22, 2018

January 19, 2018

February 27, 2018

January 25, 2018

March 2, 2018

Mastering Elementary Science Content for the Next Generation Standards -Course # 15566 (2 license renewal or graduate credits available) This two-credit course is designed to cover and explain elementary science content aligned with Next Generation Science Standards for elementary teachers. Physical, life, earth/space science will all be covered to varying degrees. Class participants will be encouraged to let instructors know any particular science themes they find to be challenging for class discussion and demonstration

Cedar Falls Clear Lake June 5-June 9 June 12-June 16

PREVENTION 18

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Vision for Instruction in Science Workshop- Course #15537 As educators we juggle many roles and even change roles throughout our careers. You may be an administrator who has taught middle school and is now evaluating kindergarten teachers. You may be an ELA teacher by trade now coaching math teachers. Perhaps you’ve developed science curriculum and now you’re a curriculum director working with all content areas. Maybe you’re a school improvement consultant who is supporting districts in planning technology integration. What do you need to know about content that you do not have expertise in teaching? The purpose of this workshop series is to help educational leaders uncover misconceptions and build understanding around best instructional practices for specific content. The series is for administrators, teacher leaders, curriculum directors, and AEA employees who feel a need to increase their pedagogical content knowledge in one or more of these areas: math, science, literacy, early childhood and technology. In addition, Central Rivers AEA consultants will offer information and guidance regarding opportunities for continued learning and job-embedded support. Whether you’re looking to enhance your primary content area or gain insight into less familiar content, this workshop series is for you!

Cedar Falls Clear Lake Marshalltown

2016-2017 May 15, 2017 March 31, 2017

2017-2018 December 19, 2017

January 12, 2018

January 11, 2018 January 9, 2018

Secondary Science Unit Development Course (1 license renewal or graduate credit available) This blended course is designed to assist secondary teachers (7-12) in designing course units that address the 3 dimensions of the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

Cedar Falls Clear Lake Marshalltown

September 11, 2017

October 27, 2017 (with network)

September 8, 2017*tentative

November 3, 2017 (with network)

September 14, 2017

October 30, 2017 (with network)

PREVENTION 19

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Layered Support (Intervention)

Elementary (K-6) Integrative STEM Environment (2 license renewal or graduate credits available) DATES: TBA This course is designed to assist the elementary (K-6) classroom teacher, instructional coach, lead/mentor teachers, and administrators on a variety of instructional approaches, possible redesign of physical environment, and schedules to integrate science and literacy within the confines of the school day. Participants will experience inquiry-based, student-centered activities and lessons that incorporate both NGSS/Iowa science standards as well as Iowa Core literacy standards in a STEM environment.

INTERVENTION

Collaboration Structures, Curriculum and Formative Assessment (Alignment)

Science Collaborative Network - Course #15434 This networking opportunity would provide time to collaborate with others in your grade and/or discipline area as the State of Iowa works to implement NGSS standards. As a result of this time together, not only will educators have a deeper understanding of the NGSS standards, the three dimensions, and how they work together in an aligned lesson or unit, but they will also have a more thorough developed lesson or unit plan. Teachers would be expected to bring the appropriate materials as if they were planning a lesson back in their district. Central Rivers AEA consultants will be available to assist, guide, and provide resources. There would be no set agenda; however, the expectation includes the sharing of ideas with other teachers and collaboratively work together to develop units and lessons around the Iowa Science Standards. This opportunity is open to all grade levels as all teachers are working to implement the Iowa Science Standards.

Cedar Falls Clear Lake Marshalltown

2016-2017 April 28, 2017 April 10, 2017 April 24, 2017

2017-2018 October 27, 2017 November 3, 2017 October 30, 2017

April 13, 2018 April 16, 2018 April 20, 2018

Central Rivers Area Education Agency (AEA) does not discriminate on the basis of race, color, creed, gender, marital status, national origin, religion, age, sexual orientation, gender identity, socioeconomic background or disability in its educational programs, activities, or employment practices as required by all applicable Equal Employment Opportunity and Affirmative Action laws, directives, and regulations of federal, state and local governing bodies and agencies. Students, parents of students, applicants for employment and employees of Central Rivers AEA shall have the right to file a formal complaint alleging non-compliance with federal and state regulations requiring nondiscrimination in educational programs and employment. Inquiries concerning application of this statement should be addressed to: Karl Kurt, Equity Coordinator, Central Rivers AEA, 1521 Technology Pkwy, Cedar Falls, Iowa 50613, Telephone: 800-542-8375

Please refer to the Teacher Leader’s Infrastructure and Leadership section for courses related to Organizational Leadership.

LAST UPDATED 4/17/17

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