Friday

Teachers’ Institute
“ALL students, ALL Teachers”
July 10-11, 2014



Click on the Session Title to view the session description.

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Friday, July 11

7:00 – 8:00 Registration and Breakfast

8:00 – 8:15 Welcome

8:15 – 8:35 Keynote: Dr. Richard Villa “The Schoolhouse Model”

In this keynote, a conceptual framework, “The Schoolhouse Model,” will be presented to explain how response to intervention, co-teaching, and differentiated instruction work together to ensure access and success in the general education curriculum for ALL students. Built on a foundation of administrative leadership and support and employing collaborative and problem-solving approaches, these three powerful approaches work in concert to create positive learning environments.
Handouts: Handout

9:35 – 9:50 Break

9:50 – 11:00 Breakout Sessions

This presentation is designed to provide a basic introduction to Dispute Resolution’s Facilitated IEP Program. Participants will be introduced to the three main components of successful IEP meetings: standardized meeting practices, legal knowledge of the IEP process, and managing conflicts. (Seven different regional trainings on the Facilitated IEP Program are scheduled during the fall of the 2014–2015 school year.)
Jeff Studer and Amy Dill
Handouts: PowerPoint
Assistive technology (AT) used to aid students’ understanding in the various levels of mAThemATics curricula comes in a variety of no and low tech, mid tech, and high tech tools and strategies to support Arizona’s College and Career Ready Standards. AT supports can include hands-on manipulatives, worksheet color-coding strategies, various devices, tools, computer software, mobile devices, applications, and supportive websites. Come to this session and also calculate how assistive technology can support students who need assistance in math for activities of daily living and employment.
Bruce Kennedy
Handouts: PowerPoint
Come along for an interactive journey through the numerous Arizona’s College and Career Ready resources on the ADE website and beyond. Participants will be given time to browse through resources using their own technology so bring along your own web-enabled device.
Sandra Laine
Handouts: PowerPoint
This session will address the use of teacher-directed close reading as a scaffold to expose students to complex texts. Participants will learn about and have experience using a grammar scaffold to help students increase comprehension skills when they read complex sentences.
Becky Rapier
Handouts: Powepoint, Handout 1, Handout 2, and Handout 3
This presentation will describe how models of collaboration between regular education and special education teachers, speech-language pathologists, and occupational and physical therapists are used to best meet the needs of exceptional students.
Perry Flynn, CCC/SLP
Handouts: PowerPoint
Through this presentation and the viewing of DVD footage of co-teaching experiences, participants will become familiar with four approaches to co-teaching. In addition, scheduling, role clarification, administrative support, lesson planning, and other logistical issues will be explored.
Dr. Richard Villa
Handouts: Handout
As educators of young children, we want our students and their families to feel safe and secure in their learning environments. Please join the presenters as they explore how to create early childhood environments that reflect belonging and facilitate learning. Don’t miss this opportunity to learn how to build a community of young learners through intentional classroom design.
Nicol Russell and Lauren Zbyszinki
Handouts:
Escalating behavior and verbal harassment exhibited by students seriously impacts the proper functioning of a school and a classroom. In this session, the presenter will identify common assumptions that get teachers into power struggles and participants will learn procedures to de-escalate behaviors, restore the social environment and the teacher-student relationship, and get back to instruction. When escalating behaviors persist, the function of the particular behavior must be examined and a positive behavior support plan developed and implemented to reduce those escalating behaviors.
Dr. Jeffrey Sprague
Handouts: PowerPoint
The presenters will introduce the required components of a transition plan in terms of best practices and discuss the practices that are the best predictors of successful post-school outcomes. Participants will go away with an understanding of the legal requirements and the benefits of early and appropriate planning.
Andi Asel, Ana Núñez, and Susan Voirol
Handouts: PowerPoint, Handout 1, and Handout 2
How do K–2 teachers address all of the English Language Arts (ELA) standards during a 90-minute reading block? This engaging session will provide teachers hands-on activities and resources to teach Arizona’s College and Career Ready ELA Standards (AZCCRS) for Speaking and Listening and Language and Foundational Skills.
Mary Wennersten
Handouts: PowerPoint, Handout 1, Handout 2, and Handout 3

11:00 – 12:00 Lunch

12:00 – 1:10 Breakout Sessions

6-12 Academic/Argument Writing: Entering the Conversation
The presenter will address the challenges of providing effective writing instruction as it is required by the Arizona Standards. This session will discuss how the three types of writing in the AZCCRS are actually the foundation for many types of writing that will be necessary in the postsecondary world.
Jenna Quarelli-Buck
Handouts: PowerPoint, Handout 1, Handout 2, Handout 3, Handout 4, Handout 5, and Handout 6
This presentation will describe how models of collaboration between regular education and special education teachers, speech-language pathologists, and occupational and physical therapists are used to best meet the needs of exceptional students.
Perry Flynn, CCC/SLP
Handouts: PowerPoint
In this session, the speakers will examine ways for students to engage in Mathematical Practice 3 (constructing arguments and critiquing reasoning) and Mathematical Practice 7 (looking for and using structure). The presenters will provide examples of how students can develop their mathematical understandings and create arguments to support their learning.
Tracy Fazio and Suzi Mast
Handouts: PowerPoint
Through this presentation and the viewing of DVD footage of co-teaching experiences, participants will become familiar with four approaches to co-teaching. In addition, scheduling, role clarification, administrative support, lesson planning, and other logistical issues will be explored.
Dr. Richard Villa
Handouts: Handout
The Individuals with Disabilities Education Act (IDEA) requires schools to provide children with disabilities a free appropriate public education (FAPE), but what does “appropriate” mean? Come find out how to fulfil your obligation to provide a FAPE in a legally compliant way while avoiding common mistakes and pitfalls.
Kacey Gregson and Shannon Chavez
Handouts: PowerPoint
Students can have access to their classroom curriculum by using the iPad, a great assistive technology device that can help adapt English Language Arts (ELA) content. Participants will learn how to maximize iPad usage and help students meet ELA standards, while finding the right tool (application) for their success.
Tracey Antista
Handouts: PowerPoint and Handout
What is metacognition? It is the process of “thinking about thinking. ” Arizona’s College and Career Ready Standards (AZCCRS) require students to be critical thinkers and to give an opinion based on evidence from the text. This session will provide teachers with engaging activities and resources to understand and teach the difference between literary and informational text structure and how to help students understand the different text types.
Mary Wennersten
Handouts: PowerPoint
In this session, the speaker will describe the theory and components of positive behavioral interventions and supports (PBIS) and bullying prevention and then propose and illustrate a combined intervention approach. The approach is based on the theory that an integrated model of prevention and treatment has the potential to address significant challenges facing schools in a way that does not compromise integrity. Applied examples will be included in the presentation.
Dr. Jeffrey Sprague
Handouts: PowerPoint and Handout
In this session participants will learn about the components of a solid writing program and specifically examine the foundational skills of handwriting, spelling, and sentence construction as they apply in the K–2 classroom.
Becky Rapier
Handouts: PowerPoint, Handout 1, Handout 2, Handout 3, Handout 4, Handout 5, Handout 6, and Handout 7
Early Childhood Education, K–12 Academic Standards, and the Office of English Language Acquisition Services jointly aligned the pre-K to third grade resources that link foundational language and literacy skills. This alignment will enable users to plan and implement effective instructional strategies to support individual state literacy plans. Participants in this session will gain an understanding of the collaborative work within the High Academic Standards for Students Division (encompassing the three areas) with literacy and learning in grades pre-K to third. The presenters will provide information that links the standards, effective instructional strategies, and resources to increase student’s language and literacy skills. Considerations for professional development will be provided.
Lauren Zbyszinki and Nicol Russell
Handouts:

1:15 – 1:30 Break

1:30 – 2:40 Breakout Sessions

Participants will explore ways in which students can collaborate with adults to meet the needs of a heterogeneous student body. Topics include the student’s role in instruction, student involvement in advocacy for self and others, and student-centered decision making.
Dr. Richard Villa
Handouts: Handout
This presentation will describe how models of collaboration between regular education and special education teachers, speech-language pathologists, and occupational and physical therapists are used to best meet the needs of exceptional students.
Perry Flynn, CCC/SLP
Handouts: PowerPoint
Participants will examine the literacy practices that are embedded within the ELA instructional shifts and the outcomes that students should be able to demonstrate as a result.
Jenna Quarelli-Buck
Handouts: Prezi, Handout 1, Handout 2, Handout 3, Handout 4, Handout 5, and Handout 6.
Effective IEP meetings yield satisfaction with the outcome and a clear understanding for all team members of the expectations for the student. This session will provide the skills necessary to conduct an effective and satisfying meeting.
Crystal Brooks and Marge Rehberg
Handouts: PowerPoint, Handout 1, and Handout 2
This session examines commonalities and differences between schoolwide positive behavior support (SWPBS) and restorative discipline (RD). Dr. Sprague will present data on practitioners’ interests and familiarity with RD and the promise of this technique in reducing disciplinary inequities. Practical scenarios and effective restorative practices will be presented.
Dr. Jeffrey Sprague
Handouts: PowerPoint and Handout
This session is an introduction to problem solving in K–5 using cognitively guided instruction (CGI) practices and pedagogy. CGI emphasizes young students’ mathematical thinking and intuitive understandings about number and mathematics. Problem types and student samples will be shared.
Debbie Gordon and Suzi Mast
Handouts: PowerPoint
This interactive presentation will clarify the role of the general educator as a key contributor in delivering a free appropriate public education (FAPE) to EVERY student. Participants will depart with strategies that will positively influence student achievement and establish an inclusive classroom culture.
Dr. Jennifer Huber
Handouts: PowePoint and Handout
There is a lot of misinformation about the regulations that implement the Individuals with Disabilities Education Act (IDEA). The purpose of this presentation is to dispel these “myths” by providing accurate information from the actual regulations.
Bob Fitzsimmons
Handouts: PowerPoint
Today’s K–2 students are expected to collaborate with each other, communicate both orally and in written form, and explain or provide an opinion based on information or fact. All this communication requires our K–2 students to have the ability and the stamina to write letters, spell words, and write sentences and paragraphs. This session will provide teachers with activities and resources to get K–2 students ready to write literary, informational, and opinion writing.
Mary Wennersten
Handouts: PowerPoint

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