Professional Learning Spring 2020
Title: Teaching Students with Dyslexia in 6-12
Audience: Any 6-12
Facilitator: Cindy Gerber
Room: Room 511
Description: Did you know that according to research out of Harvard University that as many as 1 in 5 individuals are dyslexic? Dyslexia is a learning disability that affects individuals primarily in the areas of reading and writing, but also in other academic areas like math, time management, organizational skills, and short-term and/or procedural memory. These individuals often struggle in many areas that are required of them in school every day and in every classroom, but they also have amazing strengths in areas of problem-solving, creativity, and visual thinking. Over the course of three sessions, we will cover what exactly it means for a student to be dyslexic. What might dyslexia look like in the classroom, and why exactly does this student struggle with certain skills and not others. We will also cover specific ways to teach all students with whole-brain or multi-sensory teaching techniques, along with ways to accommodate and modify assignments for students with dyslexia and other similar disabilities including ADHD. Last, I will explain how many of the weaknesses of individuals with dyslexia can affect students socially and emotionally inside and outside the classroom. Students with dyslexia are very bright and capable individuals. Sometimes they just need a few tweaks here and there to help them reach their full and amazing potential.
Session 1: Basic Information: The first session will primarily cover the background on dyslexia. This will include a brief history of dyslexia through the years along with the neuroscience behind dyslexia and how it is a learning difference and not really a learning disability. Last, we will discuss the signs and symptoms of dyslexia inside and outside the classroom.
Session 2: What to do in the classroom: This session will cover simple and easy modifications and accommodations that you can incorporate into your classroom for some or all of your students. These tips would work for most any teacher in any classroom including what font you use to how to write your directions on an assignment. Many times, teaching techniques that work for individuals with dyslexia also work for all students because it is just good teaching. We will briefly cover the theory behind whole brain or multi-sensory teaching and ways to incorporate that into any classroom.
Session 3: Strengths of Dyslexia and the Social/Emotional Side effects: What does neuroscience tell us about the way people think and learn? Individuals with dyslexia often have weaknesses that are highlighted in school, but they also often have some amazing strengths that go unnoticed and underutilized. What exactly is the difference between a picture, word, and pattern thinker, and how does that affect a person in the classroom? Finally, how does dyslexia affect students socially and emotionally, and why is that important to educators?
Audience: World Language Department
Facilitator: Tyler Castle
Description: With the implementation of new World Language Standards by the State of Illinois, it is necessary that world language teachers investigate and implement these new standards in their curriculum.
Session 1: Understanding the 5 Cs - Communication and Cultures
Session 2: Understanding the 5-Cs - Connections, Comparisons, and Communities
Session 3: Mapping our district curriculum to reflect New IL World Language Standards
Audience: Sped teachers co-taught and Cross-Cat Grades K-5 (Mandatory)
Facilitator: Amy Ledvina
Description: Teachers will learn how to develop modified assessments that mirror our current district assessments. These assessments will also be the same format as the IAR assessment so students can gain exposure and experience with the format. This session is mandatory for special education co-taught teachers and cross-cat teachers in grades K-5.
Session 1: Analyzing and creating a cohesive curriculum throughout the grade levels regarding accommodated curriculum and modified assessments. Create a framework for a cohesive plan to carry through from each self-contained special education classroom to the next, as well as from the co-taught classrooms in each grade level. Looking at the areas of the curriculum that are being used and building a plan for all special education teachers to follow. Teachers will begin creating ways to bridge the gaps between grade levels and have open discussions about how to accommodate for our students with diverse needs.
Session 2: Continue with curriculum development and begin to analyze general education assessments and create a plan to modify these tests to build district-wide assessments that have modified for our students with diverse needs. Teachers will bring general education assessments to begin modifying (co-taught sped teachers), and self-contained (cross-cat teachers) will bring their assessments to create a base for building those assessments to flow throughout the classrooms as the students move through grade-levels. Student growth assessments will also be discussed and begin developing new assessments in the areas they are needed.
Session 3: This session will continue with assessment/curriculum building. We will also create a summer-work plan to give teachers the time to begin this work before school has concluded. We will revise and edit the assessments that have been built and begin working on a pacing and assessment schedule for the special education classrooms. We will dissect the general education assessment schedule and build a modified schedule for our students that will qualify to take the modified district assessments. The strand will also focus on the importance of this data and how to use SchoolNet to drive the special education instruction throughout the district.
Audience: Any K-12 teacher wanting to improve quality of instruction
Facilitator: Matt Leman, Tyler Castle and Jackie Larson
Room: Room 512
Description: These sessions will engage participating teachers in collaborative discussion and personal reflection about best teaching practices. Teachers will reflect on their personal strengths, weaknesses, and challenges. No powerpoints. No Handouts. Raw honesty, truth, and sharing expected from all participants.
Session 1: Facilitators share scenarios/videos they created to illustrate expectations in sharing and collaborating.
Session 2: Reflection on strengths, weaknesses, and challenges. Assignment: Try something new shared through collaboration.
Session 3: Reflection and discussion on assignment and how new technique/idea was received by students.
Facilitator: Ann Kodat and Julie Brncich
Description: Using materials developed by Richard Sagor participants will engage in the process of action research for the semester.
Session 1: Overview of the Action Research process then starting the process by selecting a focus, clarifying theories, and identifying research questions
Session 2: Collecting Data
Session 3: Analyzing data, reporting results, taking informed action
Audience: Current and future co-teachers - Gen Ed and Sped
Facilitator: Emily Hayse
Room: Room 409
Description: Ideas and strategies for implementing co-teaching and reaching the district's academic standards. The strand will also discuss assessments and differentiated instruction/resources.
Session 1: Partnership Essentials This first session will provide a quick overview of the basic co-teaching models with an emphasis on moving beyond the basics. Creating strong bonds between professional educators and classroom management will also be explored.
Session 2: Planning Essentials Next, the second session will introduce effective unit planning and lesson design as well as ways to plan for ongoing collaboration despite scheduling difficulties.
Session 3: Assessment & DI Essentials In closing, the third session will focus on formative and summative assessments in the co-taught classroom. Furthermore, it will explore different methods of differentiated instruction to scaffold students toward summative goals.
Audience: Teachers/Admins (Grades 3-5) MANDATORY
Facilitator: Gail Bohnenstiehl (Pam Vigna and Betsy Cowherd)
Description: Participants will be taught strategies to improve writing for the IAR.
Session 1: Participants will be taught strategies to improve writing for the IAR
Session 2: February 12 at the Intermediate School 1:00 to 2:30 p.m.
Session 3: Participants will be taught strategies to improve writing for the IAR
Session 4: Participants will be taught strategies to improve writing for the IAR
Audience: PreK - 1st MANDATORY (2nd grade teachers are invited)
Facilitator: Online materials - Dr. Becky Bailey (Amanda Davidson)
Room: Room 205 (CADD Lab)
Description: This strand will guide participants through the core methodology of Conscious Discipline, a brain-based social-emotional learning that's proven to build resilience in children, families, educators, and schools.
Session 1: Introduction to Conscious Discipline
Session 2: Becoming Brain Smart
Session 3: The Connected Family and the School Family
Audience: 6-12 Teachers
Facilitator: Allison Peterson and Dave Sinkular
Description: Participants will learn how to incorporate non-textbook reading into their classes.
Session 1: Understanding the importance of choice reading in the classroom.
Session 2: Examine how research databases can assist a choice reading project.
Session 3: Plan a unit that partners teachers with the library in fulfilling a multitude of learning standards while having students choice read and research.
Audience: HS Guidance, HS Business Teachers (Mandatory)
Facilitator: Michelle Painter, Amanda Malsky
Room: Room 208
Description: This strand will focus on writing the learning targets, skill objectives and units for college and career exploration.
Session 1: Units of study for the course
Session 2: Naviance and tracking student college and career pathways
Session 3: PWR Act implementation at CCHS
Audience: Student Services Department
Facilitator: Michelle Painter
Room: Room 409
Description: Participants in the student services department will continue to work on developing the social-emotional career academic standards in the district
Session 1: Sophomore, Grade 7, Grade 4, Grade 1
Session 2: Junior, Grade 8, Grade 5, Grade 2 and 3
Session 3: Senior+ editing/revision final review, editing/revisions + mandates included
Audience: All music teachers
Facilitator: Amy Siefken
Room: Room 804
Description: Participants in the fine arts department (music) will work on a standards-based curriculum aligned to the new Illinois Learning standards for music.
Session 1: Unpacking the new learning standards
Session 2: Learning targets at each grade level
Session 3: Vertical alignment K-12
Audience: Teachers that use rubrics
Facilitator: Tammy Elledge
Description: Using materials from Judith Arter and Jan Chappuis teachers will work on analyzing, developing and enhancing rubrics for their classroom. Ideas from Susan Brookhart and using rubrics in formative assessment and grading will also be shared.
Session 1: Contexts for Rubrics. Types of rubrics (Holistic and Analytic, Task-Specific and General). When to use various types of rubrics. Analyze samples of rubrics for quality.
Session 2: Features of good quality rubrics. Steps to developing a quality rubric. Critiquing current rubrics being used in the district. Discuss ways the rubrics could be improved.
Session 3: Rubrics and grades. Rubrics as teaching tools. Time to work on enhancing or creating quality rubrics.
Audience: PK-5 teachers
Facilitator: Jennifer Ness
Room: Room 212
Description: Participants will collaborate to improve math instruction at each grade level 2-5. We will incorporate problem-solving in specific areas on need and continue to utilize meaningful instruction strategies to incorporate into the classroom. (Envision 2.0, I-Ready, Mock Lessons, Growth mindset, Greg Tang and beyond). More than one teacher at each grade level is preferred.
Session 1: We will analyze data to provide each grade level's strengths and weaknesses in math. We will be looking at IAR, I-Ready, district assessments, and Aimsweb data to identify improvable areas. Once we identify areas of weakness, we will collaborate by grade level to make a plan to implement, supplement, and improve instruction.
Session 2: With the improvable areas in mind, we will work on any curriculum and assessment improvements and make those adjustments. This may include adapting assessments, creating new assessments, data analysis, formal assessment review, etc.
Session 3: We will use this time to collaborate based on what needs we have after the first 2 sessions of the strand. The needs of each grade level will drive these sessions; therefore, grade levels may be working on different topics based on their needs.
Audience: Any teacher teaching in the block
Facilitator: Chris Spencer
Description: Participants will focus on structure in classrooms using the block.
Session 1: Tools for teaching in the block
Session 2: Enticing, Enlighten, Engage, and Extend Learning
Session 3: Enact the Learning. Ideas for content area disciplines.
Data Review Meetings @ 1:00 p.m.
|LA 6-12 Room 210||PE/Health Room 124||Math 6-12 Room 512||Student Services 205|
|Science 6-12 Room 206||PreK/EC - Room 211||Social Studies 6-12 505||Kindergarten Room 408|
|1st Grade Room 409||2nd Grade Room 212||3rd Grade Room 213||4th Grade Room 503|
|5th Grade Room 500||Fine Arts Room 804||World Lang Room 504||CTE Room 209|