ELEMENTARY AND MIDDLE SCHOOL PROFESSIONAL DEVELOPMENT Friday, January 8, 2016* *Lunch break determined by building principal. Flanders 12:30 3:30 For Teacher: English-Language Arts Unit Development All Faculty Teachers will continue to engage in lesson and unit development to align instruction to the Connecticut Core Standards. Library Teachers will continue to reflect, analyze, and improve instructional practices to address teaching and learning related to the Connecticut Core Standards in English Language Arts. Students will read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
12:30 3:30 Lillie B. Haynes For teacher: PLC Activities Grades K-4, Tracy Burns, Special Ed. Teachers PLC Activities to Support Student Learning Objectives and the Whole School Learning Goal in Math Kindergarten: Analyze SLO data by reviewing My Math Chapter tests 10-11, 1-3. Develop resources and create materials to support kindergarten pacing chart for Operations and Algebraic Thinking- Unit 5: Fluency with Addition and Subtraction within 5 and Unit 6: Exploring Addition and Subtraction within 10. Grade 1: Review and locate resources and games/application activities to support Unit 4: Exploring Addition and Subtraction within 100. Grade 2: Review student math data in order to identify students in need of intervention. Analyze results of place value benchmark assessment and develop lessons/ resources for upcoming math unit: Exploring Addition & Subtraction within 1000. Grade 3-4: Analyze data from SBAC Interim math assessments and performance tasks with math consultant in order to plan for future instruction. Special Education: Develop resources and assessments that align with student IEP goals and objectives to support the math curriculum and CCSS-Math standards. Explore technology resources in math in order to supplement classroom instruction for special education students Students academic growth in the area of mathematics will increase as measured by student assessments resulting from the implementation of units, lessons and instructional strategies developed in grade level PLCs.
Lillie B. Haynes (Continued) For Teacher: Smarter Balanced Interim Review Language Arts Consultant LA Consultant will review interim assessments for grades 3 and 4. LA Consultant will understand SBA vocabulary and DOK levels of comprehension questions Increased student performance in literacy 12:30 3:30 Niantic Center School Strengthen the Writing Workshop Classroom Teachers, Special Education Teachers, Library/Media Specialist Strengthen the Writing Workshop Niantic Center School Teachers will examine their implementation, the language and pacing of their teaching using a writing workshop model. Students academic growth will be enhanced by lessons and units. Students will be able to demonstrate their learning through appropriate specifically created activities as they experience CCSS/SBAC rigor in writing.
Elementary School Special Areas 12:30 3:30 12:30 3:30 Reading Recovery Predictions of Progress & Change Over Time Teachers will focus on student data to write and review Predictions of Progress throughout the year. Journal articles, webcasts and review of Marie Clay s textbooks will be used when possible to inform and to enrich the discussion about change over time in a child s Reading Recovery Program. District Reading Recovery Teachers that are not involved in their building PD Lillie B. Haynes Teachers will increase their ability to target where a child is at; increase their understanding of how each student s needs are changing; and become more aware of what needs to be done next to facilitate these changes. Students will move more quickly and easily through the increasingly complex stages of reading and writing. Physical Education Review ELPS Health and Balanced Living Curriculum Judy Deeb, Katie Lima, and Robert Fournier Review ELPS Health and Balanced Living Curriculum, Grade 2 and create pre and post assessments. Lillie B. Haynes Review previous assessments and create others that align with ELPS Health and Balanced Living Curriculum. Students will be instructed based on results of pre and post assessments.
12:30-3:30 Visual Arts Review, photograph, and enter grades 2 & 3 curriculum and lessons. Lisa Keller, Stacia Halko, and June O Connor Review, photograph, and enter grades 2 & 3 curriculum and lessons. Lillie B. Haynes 12:30-3:30 Teachers will be able to go to the shared visual database when looking for projects to support the curriculum and the National Standards. Students will come to Middle School with consistent background knowledge of fundamental concepts and skills. Music Create performance assessments and gather resources for 4 th grade violin. Nick Stellner, Collin Wheatley, and Eliscia Picard Create performance assessments and gather resources for 4 th grade violin. Lillie B. Haynes Completed assessments which align to ELPS Music Curriculum. Students will have opportunities for learning through relevant resources and performance rubrics will guide students toward appropriate performance standards.
District-Wide Special Education Speech Pathologists 12:30-3:30 Boardmaker Sherry Turner, Ellen Downie, Heidi Grant, Deb Lathrop Boardmaker East Lyme Middle School Teachers will be able to support students language and literacy goal through differentiated instruction by making adapted learning materials and creating educational supports. Students will demonstrate improved learning based on planned instruction. Speech Pathologists will investigate the many different aspects of Boardmaker and design one material to support a student and then share it with the group. 12:30-3:30 OT/PT Creation of Low-Tech resource kits. Alicia Rose, Sonja Mazzulli, Keryl Hallissey, Sandy Robitaille Creation of Low-Tech resource kits. Flanders Elementary School Occupational and Physical Therapists will work on creating Low-Tech resources kits. These kits will serve as a starting place for Tier 2 intervention with Assistive Technology strategies. The focus will be on research-based low-tech tools that can provide students access to general education curriculum. Students will receive purposeful and systemic trials with accommodations that are proven to support access and participation in the general education setting.
Pre-School 12:30 3:30 for Teachers: for Students: Explore and integrate the CT Early Learning Standards into planning and assessment of students. Dawn Lemay, Lori Skelton, Leslie Moffett, Michelle Gada Teachers will be working to explore and integrate the CT Early Learning Standards into their planning and assessment of students. Haynes Elementary School During this session teachers will focus on identifying key components of the Mathematics Domain in relation to the CT Preschool Benchmarks and the alignment to current curriculum already in place. Preschool children will be provided high quality learning experiences that are goal oriented with clear trajectories of learning.
Middle School 12:30-3:30 Math Explore SBAC Digital Library, and other resources to find materials to add to existing units. Math Teachers Grades 5-8 for Teachers: Explore SBAC Digital Library, and other resources to find materials to add to existing units. Focus will be on modeling to develop concepts and problem solving. Use technology to enhance CT Core Standards instruction. Students will be engaged in rigorous and relevant learning and promote their curiosity about the world at large. Social Studies Explore SBAC Digital Library, and other resources to find materials to add to existing units. Social Studies Teachers Grade 5, 6, 7, & 8 for teachers: Explore SBAC Digital Library, and other resources to find materials to add to existing units. Focus will be on utilizing lessons and assessments bridge content with literacy standards. Use technology to enhance CT Core Standards instruction. Students will be engaged in rigorous and relevant learning and promote their curiosity about the world at large.
Science Meet as a Science Subject Area Science Teachers Grades 5, 6, 7, & 8 for teachers: Meet as a Science Subject Area to: Explore online resources (NSTA & others TBD) that support the NGSS Share teaching strategies & learning activities that support the 3 dimensions of the NGSS If feasible, bring in a presenter to explore implementation of NGSS Engineering Practices and Cross-Cutting Concepts (if not on 2/12/16) Integrate NGSS goals, practices and curricular changes into science classroom instruction. Students will benefit from a wide variety of rigorous and relevant learning experiences. Language Arts Designing and reviewing CCSS units and lessons. Language Arts Teachers Grades 5, 6, 7, & 8 for teachers: Teams will collaborate to enhance and improve upon current CCSS units of instruction for Language Arts. To further improve upon CCSS language arts units of instruction. Students will be better able to access the CCSS curriculum.
Global Language Develop Lessons, Formative, and Summative Assessments Global Language Teachers Grades 5, 6, 7, & 8 for teachers: PLC Activity: Teachers will develop lessons and formative and summative assessments that align with CCSS/ACTFL Teachers will use technology to enhance CT Core Standards instruction. Students will be engaged in rigorous and relevant learning and promote their curiosity about the world at large. Life Arts for teachers: PLC Meeting Life Skills Teachers PLC meeting: incorporate CT Core standards in developing lessons, activities and assessments for each subject area. Use a variety of educational tools to enhance CT Core Standards instruction. Students will be engaged in rigorous and relevant learning and promote their curiosity about the world at large.
Psychologists and Counselors Planning for How to cope successfully with Stress and Anxiety Workshop. Psychologists, Counselors, and a local therapist will meet with students from Grade 7 to identify stressors, develop an understanding of activities and habits that can reduce the negative aspects of stress, and develop a short list of whom to talk to when stress seems to be getting the best of you. Michelle Stallworth, Sarah Latham, Jennifer Lathrop, Meredith Tukey, and David Costa Middle School An identified set of activities and outcomes that can be substantiated by artifacts and surveys. 1. An understanding of at least 3 personal activities that they can use to provide balance to their lives when the effects of stress become worrisome. 2. A list of a at least 2 people that they can turn to when stress begins to create problems n their lives. 3. Each student will receive a bracelet which has words that will remind them of the positive activities of life that can provide balance and health. Technology Education Movie for the ipad Many students are using mobile devices to record and edit video. To better serve these students, the attendees will be using the ipad to record and edit video. Dave Miner and James Clark ELMS Tech Ed facility To be able to record video and edit the video using the ipad s imove app. Students may be supported with their imovie projects.