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“If we are
going to truly reform educational
practices, why not listen to the
people who truly know What’s Best
for Kids – teachers themselves.”
Betsy Moore
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Administrator’s Walk & Talk |
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Designed as a three-day seminar to be taken at different intervals over a period of time, Walk & Talk is a “walk-through” observation training developed and presented by a former principal with experience at the elementary, middle school and high school levels. You’ll discover a simple, three-component process that is clear and easy to manage: things to look for, how to look for them, and what to do if you don’t see them. We’ll show you ways to gather data and make trends over time visible and easy to track, and you’ll develop a plan tailored specifically for your school that will provide meaning feedback to teachers and all members of the learning community.
Come explore new strategies and techniques developed during actual walk-through sessions that successfully resolved many of the issues associated with this type of school improvement initiative, and understand the rationale behind this non-evasive process that will allow you to effect change in your building.
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Critical Thinking
Skills and Rigor |
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We
hear a lot these days
about critical thinking,
otherwise known as
higher-level thinking
skills. Mostly what we
hear is that our
students cannot think at
a high level, and that
we need to teach them to
be critical thinkers.
Did you ever wish
someone could show you a
simple process for
teaching these skills?
Would you like to learn
how to change all of
those lower-level,
knowledge questions that
you have accumulated
throughout the years, to
higher-level thinking
questions with just a
few minor tweaks?
This session will teach
participants a simple,
easy-to-use formula that
will make writing these
types of questions less
grueling than in the
past. In addition,
participants will learn
how to evaluate the
answer to these
higher-level questions
to ensure that their
students really are
thinking at a critical
level. Finally,
participants will
discover instructional
strategies that will
provide critical
thinking practice for
their students everyday.
After all, critical
thinking should not be
something that's
difficult, but rather
something that is
challenging and most
importantly - fun! |
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Differentiated
Instruction |
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In
this age of standardized
testing and data
analysis, one essential
question emerges for
teachers - now that I
know the strengths and
weaknesses of my
students, what do I do
about it? The answer, of
course, lies in
differentiated
instruction. That's what
the "experts" tell us.
What they don't always
tell us is how to do
this with 30 students in
our classes (many with
learning and/or
behavioral problems),
and limited time,
resources, and even
support from parents and
administrators.
This session will
explain in simple terms
what differentiated
instruction is, how to
differentiate, when to
differentiate, how to
assess differentiated
activities, and finally
how to manage the
classroom discipline
while differentiation is
occurring. Participants
will leave this session
with a clear plan on how
to start differentiating
instruction in their own
classroom without being
overwhelmed in the
process. Practical,
easy-to-follow
directions for
differentiating will be
provided, and
participants will learn
strategies that they
will be able to take
back with them and put
into practice
immediately. While
differentiating within a
classroom requires a
shift in how we instruct
students, this session
will help teachers start
the journey toward "no
child left behind". |
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Managing Differentiated
Instruction in the
English/Language Arts
Classroom |
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Learn to create
differentiated reading
and writing instruction,
without creating more
work for yourself or
losing your sanity!
Collect and record both
formative and summative
assessment data quickly
and inexpensively for
every child in your
class.
In this training you’ll
discover numerous
strategies to help you
immediately create and
manage differentiated
instruction in your
classroom. You’ll
receive a complimentary,
one-year subscription to
the web-based DI
management system
created by the trainer,
Kim Hartman, for her own
personal use and
developed professionally
for the use of all
English/Language Arts
teachers. (Learn more
at
DiGIMSonline.com.)
During the session Kim
will also train you to
use these online DI
management tools to
manage the entire
writing process. |
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Power Standards |
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Did
you ever feel
overwhelmed by the
quantity of the
standards you are
required to teach? Did
you ever wish you knew
what the top standards
were so you knew how to
divide your instruction
time for maximum
results? This training
will show you how to
identify the Power
Standards in your
curriculum. You will
learn the criteria for
developing these Power
Standards and go through
a step-by-step process
that is easily
applicable to any
school. In addition, you
will learn how to
incorporate these Power
Standards into your
daily instruction.
Lastly, you will develop
an awareness regarding
assessment of the Power
Standards. Participants
will leave with a
step-by-step action plan
that will allow them to
implement this process
in their own school. |
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Principal 2
Teacher Data Conferences |
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Are your
principal/teacher data
conferences relevant and
productive? Discover
strategies to analyze
data prior to scheduling
teacher conferences,
questions to ask that
will encourage your
staff to reflect on
instructional
strategies, and ways to
steer your teachers to
alternatives and
interventions so that
they maximize student
achievement.
In this seminar we’ll
present techniques for
providing data to
everyone in a succinct
and efficient way, and
we’ll give you the tools
to make a school-wide
plan, based on the data,
to include all teachers
and students in a
continuous improvement
plan that will benefit
everyone. |
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Rolling Out the New
Standards |
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The new Common Core Standards in English/language arts and math, along with the new Ohio standards in social studies and science, were adopted in June, 2010. The ODE is advising educators that they should begin transitioning to the new standards in March of 2011 – just a few short months from now! It only makes sense to learn about the new standards in a purposeful way and with other educators who teach the same subjects.
This session features a step-by-step process for analyzing the gaps between current Academic Content Standards and the new Common Core standards, as well as the new Ohio-adopted standards. You’ll learn a deliberate procedure for examining and leveling the standards according to Bloom’s Taxonomy, to ensure that teachers are approaching the new standards at the appropriate cognitive levels, and you’ll discover ways to make the transition to the new standards seamless for both teachers and students. Come explore best practice instructional activities that support the new strategies, and develop a plan for successful integration of the new standards into your school.
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Short-Cycle
Assessments |
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Have you ever wanted a
predictor of how your
students will perform on
the high-stakes test,
along with clear-cut
data ahead of time that
would drive your
instruction? These two
trainings provide
teachers and
administrators with an
overview of the
framework used in
creating and using
common short-cycle
assessments. The
presenter uses the SCORE
process for short-cycle
assessments detailed in
Betsy Moore’s book,
Short-Cycle Assessment:
Improving Student
Achievement through
Formative Assessment
(Eye on Education,
February 2008). These
two trainings are
available individually,
or can be attended as a
2-day seminar
presentation.
Short-Cycle Assessments
- The Basics
In this session you’ll
learn the basics of
developing short-cycle
assessments. First,
you’ll find out what
formative assessment is
– and what it isn’t.
Next you’ll learn the
rationale for giving
these assessments and
how to effectively “sort
out” the standards into
manageable groups for
assessment purposes.
We’ll go over your
standards and the state
test so that you know
how to format your
assessments, and you
will become aware of
different levels of
questions and how to
develop questions at
these levels. You’ll
leave this training
knowing how to put
together a short-cycle
assessment, how to
administer it, and how
to analyze the data from
it. If you know nothing
about short-cycle
assessments, this is the
session you should
attend. |
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Short-Cycle Assessments
– Beyond the Basics
If you already know the
process of short-cycle
assessments but don’t
know what to do now, or
if you’ve already
developed your own
assessments, this is the
session for you. In this
training you’ll go
further into the
assessment development
process. You’ll learn
how to level the
academic content
standards for your
subject area to make
sure that the questions
really do assess the
standard. You’ll learn
how to revise and edit
your short-cycle
assessments – both
before and after the
students take them.
You’ll learn how to ask
higher level, critical
thinking questions on a
daily basis, along with
simple strategies to
turn lower level
questions into higher
level ones. Finally,
you’ll learn how to take
the data and effectively
and intentionally impact
your instruction through
real “tried and true”
strategies. You’ll leave
this training with a
true and enduring
understanding of the
short-cycle assessment
process. |
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Special Education and
the Standards |
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Have
you ever asked yourself
the following questions... How do we help Special
Education teachers to
think differently so
that they can prepare
their students to have a
chance to be successful
on the high stakes test?
How do we teach Special
Education students the
content standards at
their grade level when
their instructional
level is 2-3 years below
their actual grade
level? If the answer is
"Yes!" then consider
this workshop that will
give Special Educators
the tools they will need
to prepare those
students for the high
stakes test, as well as
making sure that those
students have learned
the content at their
grade level, and not
just their instructional
level.
This session will help
teachers explore the
issues of assessment
modification,
instructional
strategies,
instructional resources,
and the rationale behind
teaching special
education students the
content standards at
their grade level.
Participants will learn
strategies for teaching
students at grade level,
as well as strategies
for assessing those
students. Participants
will also be provided
with ample time to share
and collaborate with
other special educators
as they move to "close
the gap". |
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Student-Led
Conferences |
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Have
you ever had the
following experience
when it was time for the
twice-yearly
Parent-Teacher
Conferences ... you and
the parent sit down to
discuss the student's
progress for 20 minutes,
then the parent goes
home and tells their
child what the teacher
said? In this case, the
parents and the teacher
assume responsibility
for the student's
learning. The most
important person, the
student, is left out of
the process. What if you
could learn a new way of
conducting annual
conferences - one that
moved the ownership for
learning back to the
student? Student-led
conferences allow the
students to present their
accomplishments,
strengths and
weaknesses, and plans
for improvement to their
parents, either in the
school or the home
setting. In the process,
students also increase
their oral presentation
and leadership skills.
In addition, student-led
conferences have been
known to increase
parental involvement in
the school - something
that many schools
struggle with in this "hurry up" age of ours.
This session will teach
participants a
step-by-step process for
implementing student-led
conferences in grades
kindergarten through
grade 12. Participants
will leave the session
with a detailed plan -
one that will allow them
to be successful in
transferring the
conference process from
the teacher and parent,
to where it really
belongs - in the hands
of the student. |
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Vertical Alignment |
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Did
you ever wish that the
teacher before you had
taught your student the
one or two things that
you consider to be
important
pre-requisites? Did you
ever feel like you waste
a lot of important
instruction time at the
beginning of the school
year on review
activities?
This session will
provide a process that
will help teachers and
administrators to track
the content standards
across the grade levels
to develop an
understanding of what is
being taught at each
level. It will also
provide a protocol to
have cross grade level
discussions about
academic content at your
own school. Participants
will come away from this
session with an action
plan that will allow
them to begin vertical
alignment within their
own school as they
strive to maximize
instruction time and
truly leave no child
behind. |
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AYP, NCLB and
Value-Added, Oh, My! |
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Does
the endless inundation
of acronyms (short for
educational jargon)
leave you with a
confused, dazed, and
almost glassy-eyed look?
Do you find yourself at
a loss to understand
when your principal or
superintendent is
discussing the need to
improve because of AYP,
NCLB, or the latest -
value-added measurement
of learning? This
presentation will
explain in a friendly,
comprehensive manner
exactly what Adequate
Yearly Progress is, how
it relates to No Child
Left Behind, and
finally, how Value-Added
progress ties in.
Participants will come
away with a clear
understanding of these
essential educational
issues, and how they
apply to and affect them
in their own districts.
The training will show
teachers how to figure
out the subgroups for AYP, and if their
respective schools have
met AYP within the
subgroups. This will be
accomplished through a
guided, step-by-step
process that will end
with a clear action plan
based on the data. Using
the information
provided, teachers will
come away from the
training able to explain
these important issues
to colleagues, parents,
and even the students
themselves. |
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