My song for the day is "Divisionary" by Ages and Ages
I have Given a TSI-AT Professional Development offering sheet to the following constituent groups
- Kindergarten - Melissa H.
- 1st grade - Bridgette H.
- 2nd Grade - Cindy A.
- 3rd Grade - Amanda M.
- 4th Grade - Lynn H.
- 5th Grade - Nicole W.
- Specialists - Joel P.
- EC/ESL - Diana A.
- Classified - Dawn H.
- Instructional Leadership - Su M.
Please communicate your top two choices TODAY, as I need these 10 papers by 8 am on Friday morning to compile for the WSFCS survey.
TSI – AT PROFESSIONAL DEVELOPMENT OFFERINGS
MTSS - Problem Solving and School Improvement Planning
As an extension to the MTSS Problem Solving and School Improvement Planning hosted in March and April 2019, school teams can take a deeper dive into any of the critical components of MTSS and/or connecting Root Cause Analysis with Evidence Based Strategies for school specific sessions. The session will be customized to your school focus specific components that are needed to support problem solving as part of the continuous improvement cycle.
Duration: 1 day on-site, face-to-face; at least 2 days of follow-up related to next steps identified in the first on-site session.
Differentiated Instruction
Utilize Carol Ann Tomlinson’s DI work (Content, Process, Product and Environment) as a DI framework. Basic Overview of Differentiated Instruction focusing on the following. 1. What are the philosophy, principles and practice of differentiation? How can these guide our work? (The Why). 2. What factors should we consider when we provide differentiated support? (The How). 3. What parts of my instruction can I differentiate? (The What).
Duration: 4 days of professional development with coaching opportunities in between sessions.
Culturally Responsive Teaching – Mindset and Instructional Strategies
Recognizing that our culture shapes our values, attitudes, beliefs, and behavior this professional development will support educators in examining their personal beliefs, biases, and assumptions using a framework created by Dr. Sharroky Hollie. Participants will reflect upon how their beliefs translate to their formation of relationships, facilitation of instruction, and cultivation of student engagement. Education research shows that children learn best when their culture and language are reflected in the school’s curriculum. Culturally Responsive instructional strategies will support a connection between students’ historical and sociocultural experience and the content they learn in schools. This professional development will provide educators with the tools to engage students in the following areas: 1. Responsive Classroom Management 2. Responsive Academic Vocabulary 3. Responsive Academic Literacy 4. Responsive Academic Language
Duration: 2 days of professional development with coaching opportunities in between sessions.
SIOP - Sheltered Instruction Observation Protocol
By 2025, one in four K-12 students will be an English learner. Meet their needs with the Sheltered Instruction Observation Protocol, or SIOP® Model. SIOP® is the only empirically validated model of sheltered instruction. It includes 8 major components and 30 features for teaching grade-level content while developing students’ English language skills. Educators will gain an in-depth understanding of the components of the SIOP® Model and strategies to implement it in their classrooms in this multiday workshop. Participants gain practical skills to collaborate, share, and implement lesson plans that incorporate all eight components and thirty features of SIOP® in order to teach content while developing students’ academic and social language. While SIOP was developed to meet the needs of EL, SIOP can also be used as a framework for all learners.
Duration: 3 days of professional development with coaching opportunities in between sessions.
Co-Teaching
Participants will attend as teams of ESL/EC and regular education teachers and explore the 6 types of co-teaching, determine when the models are most appropriate, and develop lessons plans that reflect rigorous instruction and the use of the co-teaching models.
Duration: 4 days of professional development with coaching opportunities in between sessions.
Externally Conducted CNA
Schools can select an external consultant to conduct a Comprehensive Needs Assessment and follow-up sessions with school improvement teams and/or school leadership teams to review the results and determine next steps for continued improvement. The consultant must have experience with NCStar indicators and must be approved by the school’s Instructional Superintendent.
Duration: Depends on the external consultant.
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