This workshop is intended for any PK-12th grade teacher in Sacramento County. Content will be differentiated by grade level and content area as appropriate. School leaders, instructional coaches, counselors, and social workers may attend if space is available, as this workshop is geared towards classroom teachers.
Dr. Katherine Casey Spengler will share her knowledge about The Reading Brain, typical learning to read progression, and what it looks like for struggling readers and those with dyslexia.
GUIDING QUESTION: How can principals and district leaders effectively support, integrate, and align TK within school sites and systems.
Accelerate language and literacy for English Learner/ Multilingual students through best practices and instructional strategies aligned to the Science of Reading. Study how teachers should translate research to classroom practice. Gain access to an observational tool for your learning walks. Learn how to lead through analysis of literacy/biliteracy data.
Join your SDCOE Accountability Team - Patti Karlin and Tony Mora - for an FPM overview.
The webinars will allow grantees to gain information and relevant resources, as well as connect with other grantees through features like chat, polling, and breakout peer learning discussions. Each webinar will also include a peer learning session. The peer learning sessions will provide a way to advance knowledge and practice, will focus on specific topical areas identified by grantees, and will maximize grantee interaction.
Providing for the education of students with Special Needs can be difficult, and perhaps even more so in these trying times. Exploring the various formats available, their strengths and challenges, can help in determining which is the most suited for these unique students. This session does that, as well as, provide resources, strategies and techniques designed to meet the diverse student needs.
The classroom teacher plays a crucial role in providing access to content and building language proficiency for their English learners. This two-day summer series is framed by the four principles of the English Learner Roadmap and focuses primarily on deepening knowledge and implementing quality teaching and learning practices for English learner students. It will feature guidance provided in key California Department of Education resources; including: the ELD Standards, ELA-ELD Framework, and Improving Education for Multilingual and English Learner Students: Research to Practice. A light breakfast and lunch will be offered for both days of this series.
Come learn from a cutting edge San Diego grassroots organization DREAM+DUCATS who are doing impactful work in social entrepreneurship and shifting the education paradigm. We'll explore new possibilities for CTE and workforce development that is student and community-driven, hear from a young person involved in this work, and share ideas for taking these ideas into our schools and communities. Also, we'll have the chance to tour MiraCosta Technical Career Institute.
Geared toward administrators and teacher-leaders at the site, central office, or county/regional levels, you will uncover the influences that impact your daily work and devise strategic moves to overcome hurdles through a collective leadership approach.
The SCOE State and Federal Programs Network meets monthly following the CDE State and Federal Directors meeting. District and charter school administrators are invited to join these meetings. Topics will be curated to include timely information with relevance for local context. This is a virtual meeting, conducted via Zoom. The Zoom link will be shared via personalized email and calendar invite (sent by program staff) prior to date of meeting.
2024 Building Thinking Classrooms Summer Intensive - Toolkit 4 (Option 1 - 6/27 to 6/28) Audience: TK-12 Math Educators who have implemented practices 1-11 OR Coaches, Administrators, and Leaders supporting this implementation. ***This is not intended for beginners. In this 2-day workshop, we focus on assessment and transferring collective knowing and doing to individual understanding. Expect to extend and refine the purpose and practice of facilitating the Launch, Body, and Closure in your thinking classroom. Explore the why, what, when, and how of crafting and providing each of your students a map of where they are and where they are going. Ensure that all students have equitable access to the content and competencies of their grade level standards.
Geared toward administrators and teacher-leaders at the site, central office, or county/regional levels, you will uncover the influences that impact your daily work and devise strategic moves to overcome hurdles through a collective leadership approach.
(This is the on-demand recording of the 1/31/2024 live session, limited to participants from NCCSE member districts) Although the construct of trauma has largely eluded a thorough behavior analysis, considerations surrounding trauma and trauma-informed care (TIC) have indubitably entered mainstream applied behavior analysis (ABA). In the absence of clear findings and guidance from a TIC research program, conversations surrounding the matter—which have permeated published literature, peer review, everyday practice interactions, and social media—have been polarizing. Some submit that ABA has not done enough to incorporate TIC, while others assert it is entirely unnecessary, perhaps even harmful for the discipline. Yet others remain skeptical to embrace TIC in ABA until more data reveal the utility (or lack thereof) of the framework.This presentation is an attempt to bring clarity, vocabulary, and nuance to this timely discussion.
Would you like to learn how you can decrease problematic behaviors while increasing behaviors you want to see? What we do before and after a challenging behavior is instrumental in effecting behavior change. This workshop will provide you with both proactive antecedent strategies to prevent challenging behaviors, as well as reinforcement strategies to strengthen and maintain desired behaviors.