To view the session schedule for all three days, please click here.
7:00 – 7:45 am Registration and Continental Breakfast
The 10-80-10 Principle is a framework that allows you to increase your performance and results by focusing your energy and efforts on highest yielding activities. This program presented by Sunjay Nath helps individuals and teams operate at a dynamic level.
Every person or group already exhibits behaviors that are Top 10 (percent) – those behaviors that lead to high performance and achievement. What people lack is the knowledge to consistently operate at that dynamic Top 10 level. The 10-80-10 Principle rewards and grows Top 10 behaviors and eliminates Bottom 10 actions.
9:30 – 10:00 am Coffee Refresh Break & Sunjay Nath Book Signing
10:00 – 11:30 am Session I
Early Childhood Education, K-12 Academic Standards, and Office of English Language Acquisition Services jointly aligned pre-K to third grade resources that link foundational language and literacy skills to plan and implement effective instructional strategies in support of individual state literacy plans.
♦ Tammara Ragsdale, Director of Professional Development, OELAS, ADE
♦ Mary Wennersten, Director of K-3 Literacy, ADE
♦ Lauren Zbyszinski, Early Childhood Program Specialist, ADE
Writing 1.0 was writing for the singular audience of the teacher and on occasion peers. Writing 2.0 focuses on two-way conversations, digging deeper, and connecting to valid and reliable sources, and supporting their claims with evidence. Writing with evidence is one of the shifts of Arizona’s College and Career Ready Writing Standards. Furthermore, Arizona’s College and Career Ready Writing Standards were written with clear connections to digital literacy. During this session, we will present how technology integration and the AZCCRS-W complement each other in the classroom through specific connections to standards, activities, and technologies with concrete classroom examples. Participants will walk away with scaffolded ideas for writing lessons/units with technology integrated to transform learning.
♦ Tracy Watanabe, Technology Integration Specialist & AZCCRS Coordinator, Apache Junction Unified School District
♦ Shauna Hamman, 3rd Grade Teacher, Four Peaks Elementary School, Apache Junction Unified School District
Handouts: Online Session Resources
If we don’t acknowledge the way our personal bias forms our opinions and perceptions, we can easily be trapped by our own limiting beliefs. The goal of this workshop is to make us aware of these biases and learn to question what we really think is impossible. By questioning the barriers and re-approaching from a different perception we can make what was once impossible, possible.
This workshop is a practical forum where attendees will participate in hands-on activities as well as discussion. Through these activities, the ways in which we limit ourselves subconsciously will be demonstrated with real-life examples. Once limitations have been identified, we will learn ways to go beyond traditional approaches to achieve goals.
♦ Sunjay Nath, Keynote Speaker
What are you already doing to create a college-going culture in your organization, and how does that fit into the big picture for students? The Arizona College Access Network (AzCAN) has developed a set of College Access Standards, which educators across the state are using to ensure they are addressing the competencies students need to be successful in postsecondary education. The Standards emphasize factors that prepare students for postsecondary success, including building aspirations, college knowledge, academic rigor, financial literacy, support systems, cultural awareness, and persistence. Learn where your work fits in with these standards, and how you can help students connect to other resources that will support their postsecondary success, even in elementary grades.
♦ Linda Jensen, Director, Arizona College Access Network
♦ Judy Reno, Director, College Depot
Handouts: PowerPoint | AzCAN College Access Standards for Student Success
Participants will view several math and ELA/Literacy next-generation sample items/sets. Next, they will discuss the items, as well as the items’ alignment and complexity. Finally, they will break up into small working groups to practice writing items using materials provided by the facilitators (passages and scenarios).
♦ Sarah Gardner, Director, PARCC and Innovative Assessment, ADE
♦ Kevin Bruney, Coordinator of Mathematics Support Materials, Assessment, ADE
Instruction of informational text is certainly nothing new in ELA, so what is it then in Arizona’s College and Career Ready Standards that makes this work different? This session is based on the work of Mary Ehrenworth and Lucy Calkins and is designed to push participants to form a deeper understanding of what these standards are asking us to do and recognize that “business as usual” will not prepare our students to meet the demands of complex text. While this session will focus on a strategy to engage teachers and leaders in deeper dialogue of the Standards, it will also provide a lens for looking more closely at current instructional practices and what adjustments must be made to ensure student success.
♦ Pam Betten, Executive Director of 1:1 and Director of Middle Schools, Sunnyside Unified School District
Excited about the new standards but worried about the students who aren’t at grade-level? In this session, participants will learn a method of looking at the “entry points” of a standard to begin creating accommodations and modifications, focusing on the skills needed for that student to access the content. We will show how to make the connection between the student’s present levels of academic achievement and functional performance and the skills that the student needs.
♦ Audra Ahumada, Director of Alternate Assessment, ADE
♦ Linda Mosteller, Professional Learning and Sustainability Specialist, Exceptional Student Services, ADE
Handouts: PowerPoint | NCSC Resources | Fewer, Clearer, Higher Standards
Active learning occurs when young people actively process, rather than passively receive information. Experience a highly engaging cross curricular and relevant learning project. Experts in afterschool must create clubs and classes that are fun and meaningful or students do not attend. Find out what happens when you attend a class focused on active learning and gain skills on how to duplicate the experience for your own students! Participants will receive guidance in how teachers can provide a lot of questions, offer support alongside of youth and facilitate long term learning connections. Active learning promotes critical-thinking, problem solving and effective communication skills.
♦ Molly Kemp, District Grant Manager, Paradise Valley Unified School District Community Education
Handouts: Agenda | All participants will receive an Active Learning Book | Download Minds of Our Own at http://vimeo.com/33345100 Password: lightbulb
Our top five areas depict a snapshot of a time and place that we found ourselves and how we overcame those challenges. We are excited to share with you what worked to effect change at our low socio economic urban school. These strategies can be applied to virtually any school and assist you and your students on their journey to success. Areas that we will explore: Academic Changes – Departmentalization of core areas in upper grades, content coaching, common planning, thinking outside the box to solve school wide challenges – Building a productive culture – Creating and utilizing effective after school programming – Using data to target and maximize student achievement – Partnering with local business and creating strategic allies.
♦ Ted Rexall-Scott, 21st CCLC Coordinator, Richard E. Miller School, Washington Elementary School District
Handout: From a D to a B
The Real World Design Challenge (RWDC) is an annual competition that provides high school students, grades 9-12, the opportunity to work on real world engineering challenges in a team environment. Each year, student teams are asked to address a challenge that confronts our nation’s leading industries. Students utilize professional engineering software to develop their solutions and will also generate presentations that convincingly demonstrate the value of their solutions from the classroom to the workplace.
♦ Tracy Rexroat, Engineering Sciences Specialist, Career and Technical Education, ADE
This session will explore the process that one elementary school engaged in as they researched, planned, developed and submitted a S.T.E.M. grant to the Helios Foundation and Science Foundation Arizona. The presenters will share the framework of this comprehensive school wide model, which is aligned with research based practices that include 21st Century Skills, Project Based Learning, Project Based Assessment, and Integrated Science Units which include the Next Generation Science Standards and the Arizona College and Career Ready Standards. The presentation will include how to use the S.T.E.M. Matrix to evaluate the current level of a school site which includes indicators that can guide a school to a higher level. Participants will work in small and large groups throughout the presentation.
♦ Joe Gutierrez, Principal, W.F. Killip Elementary School and Community Learning Center, Flagstaff Unified School District
Survey data can be an integral part of teacher and principal evaluations. This session will investigate through individual reflection along with small and large group interaction the positive impacts of and possible hurdles to including surveys in educator evaluations. In the ADE Teacher and Principal Evaluation Models, survey data accounts for 17% of the evaluation outcome. The survey component is comprised of student, parent, and teacher surveys, a peer review, and teacher self-reflection. The results of the survey data are intended to inform professional development recommendations for each teacher and principal. At the end of the session participants will understand the power of survey information and its impact on strong and effective teaching and student learning.
♦ Todd Petersen, Deputy Associate Superintendent, Educator Excellence Section, ADE
Handouts: PowerPoint | Asking Students about Teaching
The Leading Observation Instrument and associated tools are the result of a collaborative effort to create a cross-district leader observation tool to be used as part of a performance‐based evaluation system. Maricopa County Education Service Agency, along with the 12 partner districts implementing the federally-funded Rewarding Excellence in Instruction and Leadership program, led this comprehensive effort to establish a rigorous, transparent, and fair evaluation system that recognizes excellence and supports the professional growth of building‐level administrators. Learn how these tools support school leader development through observation of building level administrators in action.
♦ Janice Johnson, REIL Program Director, Maricopa County Education Service Agency
Participants will get an overview of how to disaggregate various types of achievement and attendance data to target who needs to participant in afterschool tutoring, and how school leadership can support this effort in order to increase student achievement and build a data driven culture.
♦ Kamren Taravati, Vice Principal, Pima Partnership Academy
The Maricopa County Education Service Agency in partnership with the Arizona Department of Education is building a comprehensive decision support system that is transforming the way educators are observed and evaluated, and directed to differentiate individualized professional development. Come learn about this innovative process and products.
♦ Laurie King, Director of Learning and Communication Systems, Maricopa County Education Service Agency
Handouts: PowerPoint | Educator Goal Plan Quick Guide | Elevating the Teaching Profession
11:30 am – 1:00 pm Celebration Luncheon
1:00 – 2:30 pm Session II – Team Time (All Breakout Rooms)
2:30 – 2:45 pm Refreshment & Snack Break
2:45 – 4:15 pm Session III
We will show how to lead each grade level PLC team through the process of answering 4 key PLC discussion questions, how to color code and easily track the data of every student in the school in Reading and/or Math. We will show how to customize and build to suit for each student a plan for timely interventions and how to monitor the response to those interventions using resources already existing at the site level. Participants will have an opportunity to discuss a student’s progress over the course of the year and discuss interventions for the at-risk student. Participants will come away with ideas on how to longitudinally track interventions for every child at their school during all years the child is enrolled.
♦ Lynette Geake, Principal, Hidden Hills Elementary School, Paradise Valley Unified School District
♦ Janice Moore, Principal, Aire Libre Elementary School, Paradise Valley Unified School District
Research shows that there is a great need to spark interest in our K-12 youth in STEM and to develop and facilitate STEM education for K-12 students. One way to accomplish this is by offering extra-curricular STEM clubs. Sonoran Schools have been offering extra-curricular STEM clubs for more than a decade and have won state and championships in Mathcounts, FIRST Robotics Challenge, FIRST Tech Challenge, FIRST Lego League, Science Olympiad, Odyssey of the Mind, and others. Winning at the state level is proof enough of a successful program, however, we also wanted to investigate which of these clubs are the most effective at shaping students’ attitudes toward STEM and STEM careers. A survey was given to all students enrolled in elementary through high school STEM clubs to survey their attitudes towards STEM. This session will reveal the results of this survey and which STEM clubs have proven to have the most positive impact on students’ attitudes towards STEM and STEM careers. These results will help school and district leadership identify which STEM clubs to support on their own campuses, and provide guidance on how to start and sustain them.
♦ Fethiye Ozis, PhD, Principal, Sonoran Schools
District and school leaders will be introduced to a comprehensive, systematic, technology-assisted intervention program. We will discuss the centralized approach Sunnyside Unified School District has implemented to increase the effectiveness of academic interventions. Participants will have opportunities to network with colleagues and the SUSD intervention team to discuss their challenges, successes, and ideas for future program implementation.
♦ Erika Hannemann, District Intervention Coordinator, Sunnyside Unified School District
Handout: PowerPoint | Google Docs PPT
Being an instructional leader is complex and complicated. It requires a wide range of knowledge, logistics, skills, and trustful professional relationships. The most important part of the process is the one-on-one conferences that evaluators have with teachers. In order for teachers to be open to improvement and change, they must have an environment of trust and have respect for the evaluator. Through interactive small and large group activities as well as role play, participants in this session will hone the skills, strategies, and conversational protocols to build the environment where teachers can reach self-reflection for improvement and celebrate success.
♦ Steve Larson, Education Program Specialist, Effective Teacher and Leaders, ADE
♦ Susan Poole, Education Program Specialist, Effective Teacher and Leaders, ADE
Handouts: PowerPoint | Instructional Conversations Notes
As defined in Arizona State Statute and adopted by the Arizona State Board of Education, the Student Academic Progress component will constitute a minimum of 33% in the Arizona Model for Measuring Educator Effectiveness. This session will introduce multiple measures relevant to the indicators of Achievement, Growth, and College and Career Ready to participants. The data tables that were developed to be content and grade level specific for each educator will be shared with participants. In addition, participants will hear benefits and challenges from the pilot LEAs who are currently implementing these data tables. The knowledge participants receive from the session will help them apply multiple measures and make use of classroom level data for their teacher evaluation within their LEAs.
♦ Yating Tang, PhD, Director of Program Evaluation, ADE
♦ Todd Petersen, Deputy Associate Superintendent, Educator Excellence Section, ADE
♦ Eric Brooks, Director, Effective Teachers and Leaders Unit, ADE
During this session, participants will learn the framework and foundational principles of Arizona’s teacher evaluation instrument. Additionally, participants will become familiar with nationwide research, practices, and resources to assist them with the implementation of teacher evaluation for special educators (e.g., observations, setting student learning objectives, point allocations, etc.).
♦ Lisa Aaroe, Director of Recruitment and Retention, Exceptional Student Services, ADE
♦ Virginia Stodola, Education Program Specialist, Effective Teachers and Leaders, ADE
♦ Audra Ahumada, Director of Alternate Assessment, ADE
Handouts: PowerPoint | Data Table 2018: Grades 3-10 A – SPED with AIMS A | Data Table 2019: Grades 3-10 A – SPED with AIMS | Data Table 2020.1: Grades K-2 B – SPED | Data Table 2025: Grades 11-12 B – SPED | Danielson Rubric | Planning a System of Support to Measure Growth
This interactive and thought provoking workshop will explore the concept of the Collective Impact to forward the important work of schools. Participants will learn how to mobilize partnerships and resources to supplement and enhance complementary programs such as the 21st Century Community Learning Centers. The session will include a gallery walk and discussion showcasing best practices and strategy think tank to help participants work more effectively with churches, businesses and local organizations. Top experts with over 60 years of combined experience will share their best strategies in bringing diverse partnerships to their districts and will demonstrate though case studies how partnerships expand services for students and families.
♦ Martha Petty, Executive Director, Flowing Wells Extension Programs, Flowing Wells Unified School District
♦ Kathleen McKeever, Director of Academic Support Programs, Washington Elementary School District
♦ Cindy Trejo, 21st CCLC State Director, ADE
Handouts: PowerPoint | Agenda | Collective Impact (What is it?) and Resources
Measure outcomes, not effort. We know what works with PBIS/MTSS and what doesn’t, so stop reinventing the wheel and get started with a plan that will lead to measureable outcomes and impact on student behavior, achievement and school culture. Get the forms, identify successful schools, and access some great PBIS videos to share.
♦ Dr. Daniel Gulchak, PBISaz Statewide Leader, PBISaz.org, IHD-NAU
Handouts: PowerPoint | PBISaz District Readiness Agreement
This session will assist educators in supporting parents’ understanding of Arizona’s College and Career Ready Standards in Mathematics. This session will also highlight how the implementation of AZCCRS in Mathematics affects student work and learning experiences. This session will include presentations by an Elementary Principal and Elementary Teacher on effective communication with families. Information and resources will be provided to support educators in communication with parents.
♦ K-12 Mathematics Standards Team, ADE
♦ Pinnacle Peak Elementary School Staff, Paradise Valley Unified School District
The session will begin with an upbeat overview on the progress made in ADE’s Arizona Education Learning and Accountability System (AELAS) initiative. AELAS is Arizona’s new education transformation initiative that streamlines the information educators receive for an opportunity to make data driven decisions for student achievement. The audience will become familiarized with the integrated tools in progress at ADE as they walk through ADEConnect and how it is a crucial link between the Student Information System and all other ADE applications. ADE IT will highlight many ADEConnect benefits, including local user and access administration that puts control where it belongs – in local hands. Most importantly, participants will learn how the Student Teacher Connection (STC) and AZDash work together to bring data to life for all educators. While demonstrating the many features of AZDash, there will be a thorough tutorial on how to view and use the data presented in AZDash. Participants will leave with a quick step by step preparation guide for ADEConnect and AZDash implementation in districts or charters.
♦ Lori Ventura, AELAS Product Manager, Information Technology, ADE
Handouts: AZ Dash District Administrator Quick Start Guide | AZ Dash Teacher Quick Start Guide | ADEConnect | The AELAS Solution
The Early Childhood Quality Improvement Practice Process (ECQUIP) was developed as continuous improvement process to ensure quality and accountability among schools within an Early Childhood Program (pre-k to grade 3). The ECQUIP document includes four standards or areas of quality: School and District Leadership, Curriculum/Instruction/and Professional Development, Classroom and School Assessments, and School Culture, Climate, and Communication. This session considers ways to build strong foundations to address Move on When Reading Legislation and the Arizona’s College and Career Ready Standards for kindergarten, and tie into an overall improvement of the early childhood program and children’s educational success.
♦ Amy Corriveau, Deputy Associate Superintendent for Early Childhood Education, ADE
At the heart of the Excellence for All/Move on When Ready design is a commitment to get all students to very specific high standards. This means reaching specified qualification scores on board examinations offered in the core curriculum. The Grand Canyon Diploma is Arizona’s performance-based diploma. Excellence for All/Move on When Ready is not intended to be an elite program, but rather a program for all students. Given this, it is understood that some students may meet all of the requirements for the Grand Canyon Diploma by end of their sophomore year, and others may meet it by the end of the junior year or after. The goal is to make certain that all do so before they leave high school, and intensive intervention is often needed. The Grand Canyon Diploma is the standard diploma for Wickenburg High School, and the 21st Century Community Learning Center provides the needed academic intervention for successful completion of the Grand Canyon Diploma requirements.
♦ Jacquelyn Jacobson, Principal, Wickenburg High School, Wickenburg Unified School District
Handouts: PowerPoint | PowerPoint (Handout Style)
This is a BYOD online experience for those who enjoy working with data and who are interested in learning more about comparative data analysis using the National Center on Educational Statistics (NCES) data tools. Participants will discuss the “Elephant in the Room: Proficiency.” The proficient level is the goal of assessment; however there is often very little discussion of the different interpretations of proficiency in respect to district/charter assessments, state assessments, the National Assessment of Educational Progress, and international assessments. How do the different meanings for proficient impact analysis across state, national, and international results data? Participants will identify areas of focus for their sites and explore the NCES data tools to look at quantitative and qualitative national data to inform these areas of concern. Finally there will be a discussion to wrap up the session that will center on the value of comparative analysis as well as its challenges and cautions.
♦ Dr. Shelly Pollnow, Director of NAEP and International Assessments, ADE
♦ Carol Lippert, Principal, Washington High School, Glendale Union High School District
♦ Dr. Carrie Giovannone, Deputy Associate Superintendent of Research and Evaluation, ADE
The session will explore school wide implementation of the Academic Parent Teacher Team (APTT) model for family engagement. The presentation will explore the steps for implementation of the APTT model, and highlight strategies for incorporating the APTT model school wide. The presentation will include small group discussion about current family engagement efforts and how the APTT model may be adapted for each particular school situation. Part of the small group activity will include filling a worksheet comparing current family engagement efforts with APTT model to identify the necessary steps to incorporate the APTT model, creating a Venn Diagram that identifies areas of overlap with current family engagement efforts.
♦ Jeronimo Vasquez, 21st CCLC Coordinator, W.F. Killip Elementary School and Community Learning Center, Flagstaff Unified School District
Handouts: PowerPoint | APTT Implementation Summary Report
This session will provide a comprehensive recap of the education-related aspects of the 2014 session of the Arizona Legislature, including the FY2015 state budget, changes to statutes affecting public schools, and political issues central to the concerns of school districts and charter schools, such as Arizona’s College and Career Ready Standards and the new statewide assessment.
♦ Chris Kotterman, Deputy Associate Superintendent for Policy Development & Government Relations, ADE
4:15 pm – 5:00 pm Optional Reflection Time
Session handouts will be updated as they are received. Please check back daily!
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