Fall/Winter Education Connection for NWESD

Fall/Winter 2011 Page 4

Notes from the NWESD Superintendent

Page 6

Two great teachers honored for their achievements

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Three new Superintendents in the NWESD region

Pages 10-21

Professional development opportunities Register early!

Education Connection, Fall/Winter 2011

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Clock Hours

Want an easy way to keep track of all your clock hours and credits in one place? esdWorks, our professional development registration system, can help you! It has a Personal Records feature that’s easy to access and use. Just follow these steps:

E

ducational Service Districts have a 40-year history of providing vital services functioning as advocates for local districts. Northwest Educational Service District 189 (NWESD) serves Whatcom, Skagit, Snohomish, Island, and San Juan counties.

NWESD’s more than fifty programs are organized into seven departments to serve you: Administration, Fiscal Services, Technology Services, Prevention Center, Special Programs and Services, Teaching and Learning, and Educational Technology Support Center. Visit us online at www.nwesd.org for more information.

If you need assistance creating an account, or if you have forgotten your username and password, please contact Susan Singer, 360.299.4016 or ssinger@nwesd.org.

NWESD Mission Together We Can...provide leadership and cooperative services to our educational communities in support of their efforts to increase the number of students meeting state and local standards.

Professional Certification Many of the application materials for Washington State teacher certification are available to download at: www.k12.wa.us/cert.

If you have specific questions, you can email Sally Pagh, NWESD Certification Specialist, spagh@nwesd.org. Include your mailing and email addresses, and current certification number.

Clock Hours Email Lana Haugen for assistance: lhaugen@nwesd.org.

Fingerprinting Fingerprinting is available by appointment, Monday through Friday, between the hours of 8:30 a.m. and 3:00 p.m. Photo ID and payment in the form of cash, cashier’s check, money order payable to NWESD, debit or credit card (Visa or MasterCard).

Call 360.299.4000 for an appointment.

Education Connection, Fall/Winter 2011

Go to: http://www.nwesd.org.

Below the slide show, click on ‘Register for Classes’.

If you do not have an account, click ‘My Account’ and follow the process.

If you do have an account, click on the sign-in button.

You'll be prompted to enter the email address and password you used to create your account.

Click on the link to ‘My Account Information’.

Click on the link to ‘Personal Records’.

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At this point you can begin entering class information for credits and clock hours you've earned. From the ‘My Account Information’ page you'll also see where you can get an unofficial clock hour transcript for courses with NWESD clock hours.

You may enter information for any course you have taken from any provider, whether they offered clock hours, college credit, STARS, or even if you just audited a course.

You can print a report and add courses and credits anytime you wish.

The records will be available the next time you access your account.

To add clock hour credits previously issued by NWESD (since 2008-2009 school year), click the box ‘Include Official Credits’ and they will appear on the unofficial transcript. You can enter date parameters if you wish. If you received NWESD clock hour credits before 2008-2009, then you will need to manually enter them on this report.

For an official clock hour transcript, or if you have questions, please contact: Lana Haugen, lhaugen@nwesd.org, 360.299.4019 www.NWESD.org

Quick Class Guide Date Course Title

AUTISM OUTREACH PROJECT (AOP)

Oct 6, 2011 Oct 13, 2011 Oct 27, 2011 Nov 3, 2011 Nov 10, 2011 Nov 17, 2011 Dec 1, 2011 Dec 8, 2011 Dec 15, 2011 Jan 12, 2012 Jan 19, 2012 Jan 26, 2012 Feb 2, 2012 Feb 9, 2012 Feb 23, 2012 Mar 1, 2012 Mar 8, 2012 Mar 15, 2012 Mar 22, 2012 Apr 16, 2012

An Overview of Autism Spectrum Disorders Strategies for Paraeducators Working with Students on the Autism Spectrum Best Practices in Early Intervention for Children with Autism Symbolic Communication in Autism Spectrum Disorders Brain-Behavior Connections in Autism Structured Teaching and Environmental Supports for Students with Autism Understanding and Decreasing Challenging Behaviors Social Thinking in Students with Autism Spectrum Disorders Addressing Challenging Behaviors in School-Age Children with Autism Social Skills Groups for Students with Autism Spectrum Disorders Supporting the Transition Years for Students with Autism Spectrum Disorders Fostering Peer Play & Relationships for Students with Autism Spectrum Disorders Increasing Engagement and Independence in School-Age Children with Autism Strategies for Paraeducators Working with Students on the Autism Spectrum Autism in Early Childhood (Birth to Three) Growing Up with Autism: One Parent’s Perspective Supporting Students with Autism Spectrum Disorders in the Classroom Developing Visual Thinking and Visual Support Strategies for Students with Autism Sensory Processing in Students with Autism Spectrum Disorders Addressing the Behavior, Social, Sensory, and Self-Regulation Needs

Jan 23, 2012 Feb 27, 2012 Mar 26, 2012 Apr 23, 2012

Online Issues of Abuse Online Issues of Abuse Online Issues of Abuse Online Issues of Abuse

PREVENTION CENTER

Instructor

Event Page

Gray Mertes Tucker Mancini Gray Tucker Schelvan Mertes Rosenberg Clouse Gray Tucker Rosenberg Mertes Mancini Meyer Mertes Kaulitz Zielske Smith Myles

19583 19585 19685 19684 19584 19686 19677 19586 19587 19589 19590 19687 19591 19592 19683 19695 19593 19594 19595 19693

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Hodge Hodge Hodge Hodge

19749 19750 19751 19752

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Somera, Grisham Somera, Grisham Niemi, Grisham Grisham Tovani Firth Firth Somera Collinge Somera, Grisham DeVelder Somera Somera Somera, Grisham Grisham Collinge Somera, Grisham Somera, Grisham Collinge Somera, Grisham Somera, Grisham

19458 19448 19395 19185 19849 19651 19679 19743 19762 19270 19349 19744 19745 19271 19202 19764 19272 19273 19763 19442 19449

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TEACHING & LEARNING (T&L) Oct 3, 2011 Oct 4, 2011 Oct 10, 2011 Oct 11, 2011 Oct 11, 2011 Oct 12, 2011 Oct 13, 2011 Oct 13, 2011 Oct 17, 2011 Oct 18, 2011 Oct 20, 2011 Oct 25, 2011 Oct 26, 2011 Nov 1, 2011 Nov 15, 2011 Dec 5, 2011 Dec 6, 2011 Jan 10, 2012 Feb 6, 2012 Feb 8, 2012 Mar 7, 2012

Formative Assessment in Math & Science for Instructional Leaders - Webinar Engaging Students in Math and Science: How to Motivate Learners Implementing RTI Series: Module 2 - Progress Monitoring First Steps in Mathematics: Number Teacher Course So, What Do They Really Know?

Teaching with Library of Congress Primary Sources Teaching with Library of Congress Primary Sources Preparing for Student Success in High School Science Planning for Small Group Instruction Powerful Formative Assessment in the Math and Science Classroom College Bound Scholarship Training Preparing for Student Success in High School Science Preparing for Student Success in High School Science Formative Assessment in the Math and Science Classroom Follow-Up: Day 1 First Steps in Mathematics: Measurement Teacher Course Authentic Writing in Response to Reading Formative Assessment in the Math and Science Classroom Follow-Up: Day 2 Formative Assessment in the Math and Science Classroom Follow-Up: Day 3 Genre: The Key to Unlocking Comprehension Developing Discourse: Getting Kids to Talk in the Math and Science Classroom Engaging Students in Math and Science: How to Motivate Learners

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In Times of Reduction Focus Is Important

The Northwest Educational Service District’s (NWESD) mission is . . . Together We Can . . . provide leadership and cooperative services to our educational communities in support of their efforts to increase the number of students meeting state and local standards. In this time of significant reductions, it is only human to wonder whether such a mission remains viable. As educators, we cannot permit ourselves to fall into such thinking; our students deserve the best we can offer.

Teacher and Principal Evaluation Pilot (TPEP): An

ESD Regional Implementation Consortia Grant Program was created by the legislature to support Engrossed Second Substitute Senate Bill 6696 (E2SSB 6696), which was signed into law on March 29, 2010. Beginning in 2013–14, all districts will be required to adopt evaluation systems in alignment with E2SSB 6696.

The TPEP regional implementation consortium will involve 5–10 districts that will collaborate around the evaluation implementation activities by agreeing to the identified assurances as a group. While the state committee has not identified the participating districts as of the time of this writing, the NWESD, with the guidance of Assistant Superintendent Dr. Kathy Shoop, will coordinate this pilot grant work within the regional consortium.

It is indeed challenging to walk the tightrope of maintaining a positive perspective without signaling that the reductions do not have an impact on students and their learning. While recognizing the economic challenges and reductions, as leaders we must help each other to remain focused on what we can do rather than what we can’t. It is important we continue to recognize and celebrate hard work and accomplishments. It is human nature for committed professionals to focus on the next needed improvement or opportunity. We need to help each other take the time to smell the roses - to recognize the fruit of your labor from time to time.

Each participating district will explore three instructional frameworks and may choose to select no more than two frameworks upon which to base teacher evaluation work. The approved Instructional Framework options are:

I recently had the opportunity to read Mike Schmoker’s Focus and think it provides a useful construct for educators as we strive to maintain a positive perspective while implementing significant reductions. He presents a concise summary of decades of research regarding the elements of effective lessons and systems. He concludes that we know what to do but resistance to prerequisite changes has impeded systemic implementation. Sometimes I wonder if the current serious financial challenges/reductions might provide the opportunity for greater priority focus and permit letting go of some traditions that are less linked to learning?

• Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching (2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development.

ISBN: 978-1416605171.

• Marzano, R. (2011). The Art and Science of Teaching Causal Teacher Evaluation Model. Blairsville, PA: Learning Sciences International.

• Five Dimensions of Teaching and Learning (5d). Seattle, WA: Center for Educational Leadership. Retrieved June 23, 2011 from http://www.k-12leadership.org/services/5dimensions.

There are several opportunities and supports available as school districts (and the NWESD) prioritize and focus our work, including the following sampling.

Education Connection, Fall/Winter 2011

Common Core Standards:

This state-led effort, coordinated by the Council of Chief State School Officers (CCSSO) and the National Governors’ Association Center for

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More information is available from:

Best Practices, spans Kindergarten through grade 12 in two content areas: English/language arts (ELA) and mathematics (math). These focused standards define the knowledge and skills students should have so they will graduate from high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. To date, over 40 states have adopted the Common Core.

• OSPI at http://www.k12.wa.us/Corestandards/default.aspx • Washington PTS at http://www.wastatepta.org/member_ connection/june_22_2011.htm

Strategic Planning: Impactful strategic plans are data driven

and guide coherence across the school district, schools, and departments/programs. In today’s world, there are many more needs than resources can provide. Effective school systems are able to be intentional and thoughtful about the messy business of allocating (or reallocating) limited resources—when they use a focused strategic plan as a guiding lens.

The Common Core seeks to accelerate progress in American schools by setting rigorous expectations, pegged to the highestachieving states and countries. In math, the Common Core standards offer fewer more focused math topics in a deeper manner while reducing the amount of shifting among topics during any year’s course. In ELA, the standards will focus on a balance between fiction and non-fiction and increase the reading and writing focus in science, social studies, and other classrooms. In addition to being high and rigorous, the standards also aim to provide more clarity and focus for teachers, parents, and students regarding what students should know and be able to do in each grade and by graduation.

The NWESD has provided strategic planning facilitation that results in a coherent model that focuses on the interdependence between teachers’ knowledge and skill, students’ engagement in their own learning, and academically challenging content (Instructional Core). These strategic plans include focused mission and vision statements, a clearly delineated Theory of Action, and the district’s 5-8 year targets.

This clarity then enables alignment of school/program and educator improvement plans.

These common core standards will minimize repetition, gaps, and disruptions for students who move. Shared standards also lend themselves to joint resources (the cost of assessment can be spread across multiple states) to maximize resource impact. As the Common Core is implemented, state education agencies and school districts will benefit from sharing resources and be able to re-deploy savings in other ways that boost student learning and achievement.

Regardless of your role— teacher, support staff member, administrator, parent— THANK YOU for working so hard for the children in your district. Please know that your efforts are genuinely appreciated and think of the NWESD when you are challenged and could use assistance. Service is our middle name and we will provide the best support possible. Together We Can accomplish so very much more!

The planned implementation schedule is:

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Tammy Alejandre Awarded NWESD Regional Teacher of the Year Tammy Alejandre, a board certified teacher from Eagleridge Elementary in Ferndale, has been awarded the 2012 NWESD Regional Teacher of the Year award.

Alejandre has been teaching for eighteen years and received strong recommendations from her colleagues, past parents, and even a previous student.

“Being Mrs. Alejandre’s student, and volunteering in her class, has inspired me to become a teacher myself,” wrote past student Megan Crider in a letter to the selection committee.

“Tammy makes the profession better by being a part of it.”

Principal K. John Fairbairn

Alejandre feels as strongly about providing leadership and working collaboratively with her colleagues as she does about student learning. She was integral in building a School Improvement Team at Eagleridege Elementary, including a lead role in developing SMART (specific, measurable, attainable, realistic, and timely) goals for teaching and developing common planning time for grade levels. “The greatest impact on student achievement over time has been a school-wide shift from teaching to student learning,” said Alejandre. Staff members look to her for resources and support, and enjoy her infectiously positive attitude.

scaffolding technique heavily to allow students to build on things they already know. One parent attributed her daughter’s significant improvement in test scores, from 2’s (below standard) to high 3’s (meeting standard) and 4’s (exceeding the standard), to Alejandre’s “teaching techniques, ability to adjust and approach a challenge from a different angle, and willingness to work as a team with parents…”

Alejandre is a leader in her profession, working tirelessly to improve the entire educational process from mentoring new teachers to identifying solutions for the barriers in the current education system. Eagleridge Principal K. John Fairbairn said it best, “Tammy makes the profession better by being a part of it.”

In the classroom, Alejandre takes a global approach.

“Just like a parent sneaking healthy vegetables into their kids’ favorite foods, I sprinkle reading, writing, and math skills into social studies and science in a way so they don’t even know they’re practicing!” She also uses the Education Connection, Fall/Winter 2011

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Don Hanson Awarded MERO Federal Programs Director of the Year Don Hanson has been selected as the Federal Programs Director of the Year for the Washington State Migrant Education Program. Hanson came to Mount Vernon last year and has supported the Migrant/Bilingual Programs with great leadership and enthusiasm.

and FRL (free and reduced lunch) students in reading and English language development.

Hanson is always and foremost, an advocate for the ELL students and their families. He truly wants the parents to feel comfortable so they will play a big part in their child’s education. As part of this goal, Hanson provides leadership on the District Parent Advisory Panel. He encourages membership and conveys to parents how important cultural diversity is in the Mount Vernon schools. Hanson directs the work for the migrant/ bilingual family events, such as literacy and math nights.

On top of his professional achievements and leadership qualities, Hanson is a very personable guy with a great sense of humor. This makes him approachable and easy to work with, according to his colleagues. Congratulations to Don Hanson for your great work!

As a leader, Hanson possesses the wonderful combination of seeing the big picture without losing the important details to accomplish goals. He is very organized, not only in promoting the completion of tasks but also in his communication with staff. He provides a comfortable and easy manner that encourages staff to work as a team in sharing ideas and concerns. This year, Hanson led Mount Vernon through the arduous task of re-vamping their job descriptions. With his leadership, they have a much better understanding of both the individual roles and those as part of a district ESL team. The Mount Vernon team moves into the new year with a clear and collaborative direction.

“Our migrant students benefit greatly from Don’s commitment and thoughtful planning.”

Hanson’s knowledge and understanding of the numerous facets of Migrant/Bilingual funding and grants has led to continued and enhanced extended day programs for the Mount Vernon elementary schools, providing an additional level of targeted instructional support for struggling ELL students. In addition, with Hanson’s commitment, they are once again able to support a district-wide summer school program, supporting ELL

Education Connection, Fall/Winter 2011

MERO Director Mary Kernel 7

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Welcome Superintendents!

Dr. Amy Beth Cook Lake Stevens Superintendent Amy Beth Cook has 29 years of experience in Lake Stevens.

Her resume includes speech language pathologist/special education teacher, kindergarten teacher, reading instructor, assistant principal, principal, and Executive Director, Assistant Superintendent and Deputy Superintendent for Human Resources.

Linda Hall Granite Falls Granite Falls Superintendent Linda Hall was the Student Services Director and Special Services Principal for the Clarkston School District for the past 15 years. Prior to that she was a special education and gifted/talented elementary teacher. She has a BA in Dr. Moccia’s resume includes work Special Education and Elementary as a school psychologist, building Education, Masters Degree in Special principal, and deputy superintendent. Education Administration, and She comes to SWSD ready to Superintendent Certification.

While principal of Mt. Pilchuck work with students, staff, and the and Skyline she was successful in community to make the district a Hall will focus on three main goals: stabilizing and maintaining a healthy implementing school improvement destination for families. budget, continuing the instructional plans that resulted in significant gains in student learning as measured Dr. Moccia arrived in South Whidbey work and collaboration, and building by state tests. Her leadership style armed with an entry plan and hit the strong relationships with students, is defined by establishing positive ground running. Her entry plan parents, staff, and community relationships through collaboration, includes consulting with a variety of members. Hall’s emphasis is: we are goal setting and accountability, all interested parties and working with one district; we will work as one team, focused on improving teaching and the board to create goals and high joined together by our schools, to help expectations for students and staff all students succeed. She will utilize the learning for students. alike.

Professional Learning Community model to enhance and strengthen This summer Superintendent Cook learning through collaboration. received her doctorate in education from Walden University.

Education Connection, Fall/Winter 2011

Dr. Jo Moccia South Whidbey Dr. Jo Moccia began as Superintendent in the South Whidbey School District (SWSD) on July 1, after serving in New York State for 25 years.

Five of those years were served as a superintendent.

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Technology Corner

NWESD.org Gets an Upgrade The NWESD is kicking off the new year with a new website and some new online tools!

And if you have questions, you will find dynamic contact information at the bottom of each department page – or you can use the many search fields in our contact directory by clicking “Contact Us” in the upper right corner of the NWESD.org website.

The new and improved NWESD.org features a filterable calendar to assist in your search of classes and workshops.

Just enter a filter (ex. Science) into the “Search by Event Type” field and click “Apply”. This will filter out all other events on the calendar so you can easily find the classes you’re looking for – and register right from the calendar listing!

One of the most exciting tools unveiled this fall is the NWESD Library at Library.NWESD.org. The Library is a place for reference – a place where you can find articles, resources, and more in-depth information about your subject area. New materials are added to the Library all the time, so be sure to check back for updated resources.

Another new feature is the “Get in the LOOP” professional development updates. Each Tuesday at 10:00 a.m. the latest professional development opportunities arrive directly to your inbox. You will never have out-of-date information again! To subscribe to receive this email, click on the green icon in the upper right corner of the calendar. We promise to not sell, share or otherwise abuse your email address – this is for Tuesday Edition emails only!!

You can visit the Library in one of two ways: Click the “Library” button on the top right of the NWESD.org website.

Click the “Visit The Library” links in the lower right side of the different subject areas within the NWESD.org website. These are direct links to topics affiliated with the subject you are currently viewing.

The most noticeable difference in the new NWESD.org website is the improved navigation. You can now easily find the subject area you are searching for by hovering over the menu items and allowing the menu to expand.

Education Connection, Fall/Winter 2011

Our new social space, the NWESD Commons, is coming soon. This will be a place for groups to collaborate and share. Keep an eye out for this tool coming soon!

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Autism Outreach Project Interactive Video Locations: Trainings will be presented at the NWESD and will be available at educational service districts, school buildings, and other locations statewide through video conferencing.

Contact Patty Yates, pyates@nwesd.org or 888-704-9633, for information on participating by video conference.

Required Pre-Reading: Some AOP courses require prereading from the textbook Learners on the Autism Spectrum: Preparing Highly Qualified Educators, ed. by Kari Dunn Buron and Pamela Wolfberg.

Shawnee Mission, Kansas: Autism Asperger Publishing, 2008.

Copies of the textbook can be obtained by calling toll-free 877-277-8254 or online at http://www.aapcpublishing.net/.

Participants are strongly encouraged to purchase the textbook for future reference. A limited number of copies may be available for loan through the Autism Outreach Project lending library.

Education Connection, Fall/Winter 2011

Addressing Challenging Behaviors in School-Age Children with Autism Using Positive Behavior Support

Addressing the Behavior, Social, Sensory, and Self-Regulation Needs of Learners with Autism Spectrum Disorders (ASD)

Event ID: 19587

Event ID: 19693

Many children with autism demonstrate behaviors which school personnel and parents find challenging. Positive Behavior Support is a research-based approach to challenging behaviors which focuses on preventing inappropriate behaviors, teaching appropriate replacement behaviors, and exploring ways to manipulate consequences to increase positive behaviors while decreasing undesirable ones.

Day One – Planning for School & Life Success

Participants will: Understand what is meant by the function of a behavior and identify common behavioral functions; Identify general prevention strategies for reducing challenging behaviors as well as prevention strategies for specific behavioral functions; Name common strategies for preventing challenging behaviors during transitions.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 7 Presenter(s): Nancy Rosenberg Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Dec 15, 2011 - 8:30 AM-3:30 PM

Sessions on Day 1 will provide an overview of the latest research in ASD and how this information translates into evidencebased practices. Examples of social, communication, self-regulation, sensory, and academic interventions will be offered as well as information about how to create a comprehensive yet manageable program for students with ASD in general and special education classrooms.

At the end of Day 1, participants will be able to: Match evidence-based practices to the needs of students with ASD; Identify evidence-based social and communication supports for individuals with ASD; Identify evidence-based self-regulation and sensory supports for individuals with ASD. Day Two – Addressing the Behavior & Regulation Needs of Individuals with ASD Sessions on Day 2 will present interventions on how to understand the tantrums, rage, and meltdowns experienced by individuals with ASD. Specifically, attendees will learn

Register Early!

Events not meeting minimum enrollment by the cut-off date, generally one week prior to start date, risk cancellation at the discretion of the organizer.

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the signs of potential behavior issues and will create and implement a plan to address tantrums, rage, and meltdowns. In addition, attendees will learn to stabilize the learner and teach the student to self-regulate.

At the end of Day 2, participants will be able to: Name modifications for students with ASD across settings; Develop a plan to assist students with ASD to address the cycle of tantrums, rage, and meltdowns; Identify and implement stabilization strategies to help individuals with ASD be ready to learn.

Presenter(s): Brenda Smith Myles Facilitator: Patricia Yates Clock Hours: 12 Registration Fee: $150 Location: Vancouver, WA Date/Time(s): Apr 16-17, 2012 - 9:00 AM-4:00 PM

An Overview of Autism Spectrum Disorders (ASD) Event ID: 19583 Developing an effective educational plan requires fully understanding how the autism spectrum impacts each individual child. This workshop provides a detailed look into the characteristics of autism spectrum disorders (i.e., social, communication, special interests, cognition, and sensory patterns) as well as the associated disorders which complicate a student’s learning profile.

Participants will: State the meaning of autism spectrum disorders and the five subgroups under the heading ASD; State signs of ASD; State the five dimensions characterizing ASD and why it can be considered a continuum.

Autism in Early Childhood (Birth to Three)

Brain-Behavior Autism

Event ID: 19683

Event ID: 19584

This course will present information related to working with children with autism spectrum disorders (ASD) from birth to three years of age.

A portion of the session will be dedicated to early identification of ASD, presentation of early signs, and understanding when to make a referral for evaluation.

The remainder of the course will focus on evaluation of early communicators (preintentional – emerging verbal), description of common communicative characteristics observed in children during this age, and presentation of strategies to help facilitate social and communication development. The course will include a strong emphasis on the role of family support and education in early intervention.

Have you noticed that children on the autism spectrum seem to think and perceive the world differently from their peers? Research indicates significant differences in the size, function and organization of their brains.

This workshop will explain the neurocognitive nature of autism spectrum disorders (ASD) in order to help you lay the essential foundation for effective interventions.

Participants will: Understand characteristics and early signs of autism spectrum disorders; Evaluate early communicative characteristics; Implement strategies to facilitate social and communication development.

Presenter(s): Jim Mancini Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Feb 23, 2012 - 8:30 AM-3:30 PM

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 2 Presenter(s): Crystal Gray Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Nov 10, 2011 - 8:30 AM-3:30 PM

If you would like to have the full Autism Outreach Project catalog, let us know!

Presenter(s): Crystal Gray Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Oct 06, 2011 - 8:30 AM-3:30 PM

Call Toll Free: 888-704-9633 Email Us: autism@nwesd.org Online: www.nwesd.org/autism

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Participants will: State what is different about the brains of individuals with autism that leads to differences in how they think and perceive the world around them; Describe why ASD can be referred to as a disorder of information processing; Discuss implications of the brain basis of autism.

AOP has classes all year long!

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 1

Education Connection, Fall/Winter 2011

Connections

www.NWESD.org

Weather Hotline 360.299.4078

Developing Visual Thinking and Visual Support Strategies for Students with Autism Spectrum Disorders Event ID: 19594 This workshop will describe how students with autism spectrum disorders (ASD) “think to learn”. Participants will discover how students with ASD rely on visual processing for learning and will discuss the one learning characteristic these students have in common: a visual meta-linguistic way of thinking. The presenter will explain how learning with a “visual brain” affects academic learning, social skills, behavior, and communication for students with ASD. Specific visual thinking strategies, visual supports, and their application will be explored.

Participants will: Explain how learning with a “visual brain” affects academics, social skills, behavior, and communication; Discuss effective visual thinking supports and strategies for students with autism spectrum disorders across all content areas; Analyze and modify current classroom visual supports as needed, based on practical visual thinking classroom applications to meet the language/ educational/behavioral needs of students in various academic and non-academic settings.

Presenter(s): Carole Kaulitz Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Mar 15, 2012 - 8:30 AM-3:30 PM

Education Connection, Fall/Winter 2011

Fostering Peer Play & Relationships for Students with Autism Spectrum Disorders: Creating a Culture of Inclusion

Getting a Good Start: Best Practices in Early Intervention for Children with Autism Spectrum Disorders

Event ID: 19687 Children on the autism spectrum encounter significant challenges learning how to play and socialize with peers. According to the National Research Council (2001), play and social instruction with peers are rated among the top interventions that should receive priority in educational programs for children with ASD. Drawing on current theory, research, and evidence-based practices, this workshop will examine the importance of play and friendships for children’s learning and development. Participants will look at tools and techniques to design peer play and friendship programs and support social interaction, communication, play, imagination, and friendships across settings.

This course will provide information on best practices in early intervention and early childhood education programs for young children with autism spectrum disorders (ASD). Participants will be provided with an understanding of autism, issues in early intervention, and effective strategies for young children on the autism spectrum.

Key intervention models will be discussed; a primary focus will be on using the strengths of evidence-based approaches to develop individualized, child-centered programs which are effective and appropriate for young children with ASD. The importance of parental participation in program planning, implementation, and priority-setting will be emphasized.

Participants will: Articulate the importance of play and friendships for young children’s learning, development and cultural participation; Explore assessment tools related to teaching play skills in natural (early childhood) environments; Explore and be able to articulate peer relationship issues and peer-mediated interventions.

Participants will: Identify the main reasons for justifying early intervention for young children with ASD; List and discuss the key features of effective early intervention programs for young children with ASD; Identify and discuss key assessment strategies used during intervention with young children with ASD.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 8

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 3

Presenter(s): Vanessa Tucker Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Jan 26, 2012 - 8:30 AM-3:30 PM

Presenter(s): Vanessa Tucker Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Oct 27, 2011 - 8:30 AM-3:30 PM

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Event ID: 19685

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Growing Up with Autism: One Increasing Engagement and Parent’s Perspective Independence in School-Age Event ID: 19695 Children with Autism Spectrum In order to create positive and effective Disorders educational programs for students, it is important for teachers and staff to have an understanding of the experiences of families living with children with autism spectrum disorders (ASD) and to know the important role that schools play in families’ lives. This workshop will focus on the impact of the educational system on individuals with autism and their families. The presenter will draw on real-life experience as a parent of a young man with classic autism and knowledge as an autism consultant to share valuable insight into the early childhood, elementary school, and high school years, as well as preparation for transition to adulthood. Participants will learn strategies and share ideas to enhance parent-professional collaboration and support the educational process.

Participants will: Learn about the educational experience of an individual with ASD: working with schools, teachers, staff assistants, principals, and special education directors; Understand the importance of keeping the end in mind – making the educational experience relevant; Learn about life after high school for individuals with ASD – entitlement to eligibility.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 13 Presenter(s): Monica Meyer Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Mar 01, 2012 - 8:30 AM-3:30 PM

Sensory Processing in Students with Autism Spectrum Disorders: Identifying Patterns and Support Strategies

Event ID: 19591

Event ID: 19595

Promoting engagement and independence in children with autism spectrum disorders (ASD) often presents challenges for educators and parents. Children with autism may demonstrate significant issues with off-task behavior and prompt dependency.

In this interactive workshop, participants will learn a variety of strategies to facilitate engagement and increase independence in children with ASD. Self-management, prompt-fading strategies, activity schedules and other practical, evidence-based tools will be covered. Video clips and other examples will be used to help demonstrate key ideas.

Students with autism spectrum disorders (ASD) often exhibit extreme responses to everyday experiences. Understanding and identifying sensory processing patterns is essential to designing effective interventions aimed at increasing engagement across all environments. This workshop will provide a foundational understanding of sensory processing characteristics in students with ASD.

Participants will: Learn strategies for teaching a child to work independently at an activity and to independently sequence between activities; Learn strategies for helping children with ASD complete home and classroom routines independently; Learn how to trouble-shoot a routine that is causing difficulties for a child with ASD. Presenter(s): Nancy Rosenberg Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Feb 02, 2012 - 8:30 AM-3:30 PM

Participants will: Increase their knowledge and understanding of sensory processing; Learn to identify sensory patterns and use best practice strategies to support students with sensory processing challenges in a variety of settings; Understand how sensory processing disorder impacts students with ASD; Learn sensory intervention strategies which can be useful for students with ASD. Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 6 Presenter(s): Jane Zielske Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Mar 22, 2012 - 8:30 AM-3:30 PM

Register Online www.nwesd.org

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Social Skills Groups for Students with Autism Spectrum Disorders: Meeting the Specially Designed Instruction (SDI) Needs Event ID: 19589 This course is designed to help educators enhance their skills to address the social learning needs of students with autism spectrum disorders (ASD) using a group instruction format. The presenter has had extensive experience with social skills groups and will bring that knowledge to the course through lecture, demonstration, video clips, and in-class activities.

Participants will: Develop an understanding of the differences in teaching social skills to students with ASD depending on their social cognitive levels; Develop skills to establish present levels, create reasonable goals, formulate a method to collect data, and to group students efficiently for instruction; Develop an understanding of researchbased methodologies and tools that comprise the SDI to teach students social cognitive skills.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 9 Presenter(s): Glenna Clouse Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Jan 12, 2012 - 8:30 AM-3:30 PM

Social Thinking in Students Strategies for Paraeducators with Autism Spectrum Working with Students on the Disorders: Cognition to Enhance Autism Spectrum Event ID: 19585 Communication and Learning Event ID: 19586 For most of us, social learning is intuitive – we learn by watching, doing, and experiencing. For learners with autism spectrum disorders, regardless of high IQ, social learning must become a cognitive task, taught intentionally and specifically. In this class, participants will understand how social learning challenges negatively impact academics, including reading comprehension, written expression, and organizational skills. The developmental skills necessary for social cognition will be reviewed, and evidence-based practices and strategies to help educators address these skills when they are not learned intuitively will be introduced.

Participants will: List and describe the development of skills necessary for social cognition; List and describe the components of the ILAUGH acronym developed by Michelle Garcia Winner; Describe the key concepts for teaching social thinking and related skills to students with high-functioning autism, Asperger’s, and other social deficits.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 9

In case of inclement weather, call our WEATHER HOTLINE to ensure your class has not been canceled!

This course will provide an overview of the social deficits in students with autism spectrum disorders (ASD) and how these characteristics impact all areas of school functioning, including academics. Participants will learn a variety of applicable and easy-toimplement strategies to support behavior, organization, and learning in students on the autism spectrum.

Effective strategies for working with students in inclusive classrooms, resource rooms, or in selfcontained settings will be included.

Participants will: List and describe common learning characteristics of students with ASD; Explain the challenges students with ASD have in behavior, organization, and academic learning; List and describe at least three strategies and tools to use with students at either the “classic” or “moderate” level of ASD. Presenter(s): Gretchen Mertes Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Oct 13, 2011 - 8:30 AM-3:30 PM

Presenter(s): Gretchen Mertes Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Dec 08, 2011 - 8:30 AM-3:30 PM

360.299.4078

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Autism Workshops Continued Strategies for Paraeducators Working with Students on the Autism Spectrum Event ID: 19592 This course will provide an overview of the social deficits in students with autism spectrum disorders (ASD) and how these characteristics impact all areas of school functioning, including academics.

Participants will learn a variety of applicable and easy-to-implement strategies to support behavior, organization, and learning in students on the autism spectrum. Effective strategies for working with students in inclusive classrooms, resource rooms, or in self-contained settings will be included.

Participants will: List and describe common learning characteristics of students with ASD; Explain the challenges students with ASD have in behavior, organization, and academic learning; List and describe at least three strategies and tools to use with students at either the “classic” or “moderate” level of ASD. Presenter(s): Gretchen Mertes Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Feb 09, 2012 - 8:30 AM-3:30 PM

Structured Teaching and Environmental Supports for Students with Autism Spectrum Disorders

Supporting Students with Autism Spectrum Disorders in the General Education Classroom: One Size Doesn’t Fit All

Event ID: 19686

Event ID: 19593

Research has shown that students with autism spectrum disorders (ASD) respond favorably to a structured environment. Based on the principles of the TEACCH program from the University of North Carolina-Chapel Hill, this workshop will provide an overview of the structured teaching philosophy and basic framework of this evidence-based model as it applies to children with ASD. In this interactive workshop, participants will learn how and why to implement structured teaching strategies. Learn how this intervention approach can be adapted to all ages and skill levels displayed by students and applied in any educational setting. The workshop content will include structured teaching methods, physical structuring of the learning environment, and work/activity systems.

This workshop is designed to increase participants’ understanding and to assist in supporting students with high-functioning autism and Asperger’s Syndrome throughout the school day. The learning differences and learning of students with ASD will be explored. Participants will learn strategies and tools which can be used to support all students – strategies which will also have a specific, positive impact on learning and understanding for the student with ASD. Participants will leave with ideas and resources to ensure a positive and productive learning environment for these students.

Participants will: Explain structured teaching including theoretical foundations, as well as implications for students with ASDs and their families; Address the five questions that structured teaching should answer by providing the learner with visual information and organization of the environment; Identify planning tools and strategies commonly used to implement structured teaching across multiple relevant environments.

Participants will: Describe learning differences and learning strengths of students with highfunctioning autism, Asperger’s and other social challenges; Explain how a general education classroom can positively impact learning for a student with ASD; Describe tools and strategies to increase success for students with ASD in the general education classroom.

Presenter(s): Gretchen Mertes Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Mar 08, 2012 - 8:30 AM-3:30 PM

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 5 Presenter(s): Vanessa Tucker Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Nov 17, 2011 - 8:30 AM-3:30 PM

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Supporting the Transition Years Symbolic Communication in for Students with Autism Spectrum Autism Spectrum Disorders: Disorders Common Pathways and Points of Event ID: 19590 Departure What’s next for your student on the autism spectrum ‌work, school or couch-surfing?

This workshop will focus on specific strategies to ensure a successful transition for these students, including assessments, prevocational and vocational skills, employment and school accommodations, as well as identifying essential adaptive, self advocacy, social, and executive skills.

Participants will: Explain what is meant by transition planning; List and describe the components of successful planning for and support of the transition process; Discuss the types of assessment that may be used in transition planning.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 11 Presenter(s): Crystal Gray Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Jan 19, 2012 - 8:30 AM-3:30 PM

Understanding and Decreasing Challenging Behaviors While Supporting Students with Autism Spectrum Disorders

Event ID: 19684

Event ID: 19677

The focus of this workshop will be to define and describe social communication challenges that are commonly present in children with autism spectrum disorders.

The developmental range will span from pre-intentional to verbal communicators with a focus on school-aged children.

Both evaluation and treatment of social communication will be covered with a substantial amount of time devoted to providing intervention strategies for development of receptive and expressive language, nonverbal communication skills, conversational skills, and social skills.

Students on the autism spectrum often have difficulty regulating their feelings, communicating their needs, and interacting socially, which may lead to challenging behaviors. These behaviors impact academic progress, social relationships, and the ability to participate in mainstream environments.

Gaining an understanding of the function of challenging behaviors and ways to support students with autism spectrum disorders is paramount for their success. This course will explore the cycles of behavior, ways to develop positive behavioral supports, and effective strategies to increase student learning while decreasing challenging behaviors. An emphasis will be placed on understanding that all behavior is communication.

Participants will: Understand social-pragmatic theory as related to autism; Describe general considerations related to assessment of language development in terms of social pragmatics; Explain the principles of language intervention in autism across age and functioning levels.

Required textbook pre-reading: Learners on the Autism Spectrum, Chapter 4 Presenter(s): Jim Mancini Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Nov 03, 2011 - 8:30 AM-3:30 PM

Participants will: Gain an understanding of the cycles of behaviors; Discuss supports for developing a positive behavioral support plan; Learn strategies to decrease challenging behaviors while increasing student success.

Presenter(s): Ronda Schelvan Facilitator: Patricia Yates Clock Hours: 6 Registration Fee: $90 Location: Interactive Video Locations Date/Time(s): Dec 01, 2011 - 8:30 AM-3:30 PM

Prevention Center Online Issues of Abuse (Four opportunties to take this online class) The impact of exposure to abuse/neglect has far-reaching cognitive implications, including stunted brain growth, diminished academic functioning, poor impulse control, difficulty focusing, low self-esteem, anger bursts, poor peer relationships and social skills. Acquire knowledge of indicators of abuse/neglect, Washington State law regarding mandated reports, and dynamics of violent families. Meets certification/re-certification requirements.

Date/Time(s): Event ID: 19749 Event ID: 19750 Event ID: 19751 Event ID: 19752

Jan 23, 2012 through Feb 24, 2012 Feb 27, 2012 through Mar 30, 2012 Mar 26, 2012 through Apr 27, 2012 Apr 23, 2012 through May 25, 2012

Presenter(s): Corey Hodge | Facilitator: Jane Morgan | Clock Hours: 10 | Registration Fee: $125 Education Connection, Fall/Winter 2011

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Weather Hotline 360.299.4078

Teaching & Learning Authentic Writing in Response to Reading

College Training

Event ID: 19764

Event ID: 19349

After reading, readers are naturally inclined to share the text with someone else. This important step in the reading process helps readers synthesize their thinking and make personal connections with the text. This course will explore the formal genres of writing about reading authentic to what readers use in the real world: book reviews, literary essays, letters to other readers, and letters to authors. Participants will have the opportunity to analyze these genres, and will learn how to guide readers through the writing process as they write in response to reading. In addition, time will be spent looking at student samples for assessment purposes. For teachers and reading specialists grades 2-8.

This training will provide a comprehensive review of the College Bound Scholarship, its history, current enrollment numbers, enrollment strategies, and best practices for enrollment, as well as strategies for support for College Bound Scholars in high school. This hands-on format will utilize the knowledge of the participants.

All participants will leave with a plan ready to be implemented upon returning to their districts/ schools, as well as new tools and resources for successful recruiting and support of all college bound students.

Presenter(s): Sarah Collinge Facilitator: Anita Garcia-Holzemer Clock Hours: 3 Registration Fee: $40 Location: Stanwood Camano District Office - Board Room Date/Time(s): Dec 05, 2011 - 4:30 PM-7:30 PM

Education Connection, Fall/Winter 2011

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Scholarship

Developing Discourse: Getting Kids to Talk in the Math and Science Classroom Event ID: 19442 Talk is an important and integral part of learning in math and science. Participants in this course will learn techniques to encourage talk and discourse in the math and science classroom and will also build their skills around effective questioning and facilitating classroom discussion.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: $50 Location: Burlington Public Library Date/Time(s): Feb 08, 2012 - 8:30 AM-3:30 PM Text Classroom Discussions: Using Math Talk to Help Students Learn, will be provided (included in cost).

Presenter(s): Leiann DeVelder Facilitator: Jennifer Longchamps Clock Hours: 3 Registration Fee: $0 Location: NWESD Date/Time(s): Oct 20, 2011 - 9:00 AM-12:00 PM

REGISTER EARLY! If minimum enrollment is not met by one week prior to class date, the class will be canceled.

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Engaging Students in Math and Science: How to Motivate Learners

First Steps in Mathematics: Measurement Teacher Course

Event ID: 19448

Event ID: 19202

Learn how to create a classroom environment which is intellectually engaging for students and that motivates them to participate actively in their own learning of math and science concepts.

This hands-on, three-day course focuses on helping teachers make effective use of the First Steps in Mathematics: Measurement materials in their own classrooms. Teachers will have time to discuss and explore crucial aspects of the Key Mathematical Understandings outlined in each resource book as well as explore the Diagnostic Map and Diagnostic Tasks used to identify students’ misconceptions about mathematics.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: $25 Location: Burlington Public Library Date/Time(s): Oct 04, 2011 - 8:30 AM-3:30 PM

Engaging Students in Math and Science: How to Motivate Learners Event ID: 19449 Learn how to create a classroom environment which is intellectually engaging for students and that motivates them to participate actively in their own learning of math and science concepts.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 6 Registration Fee: $25 Location: TBD Date/Time(s): Mar 07, 2012 - 8:30 AM-3:30 PM

REGISTER EARLY! If minimum enrollment is not met by one week prior to class date, the class will be canceled.

Education Connection, Fall/Winter 2011

Presenter(s): Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 18 Registration Fee: $175 Location: Nov 15, 2011 - Burlington Public Library Nov 29, Dec 13- Burl. Fire Department Date/Time(s): Nov 15, 29 and Dec 13 2011 8:30 AM-3:30 PM A one-hour lunch break will be on your own.

First Steps in Mathematics: Number Teacher Course Event ID: 19185 This hands-on, three-day course focuses on helping teachers make effective use of the First Steps in Mathematics: Number materials in their own classrooms. Teachers will have time to discuss and explore crucial aspects of the Key Mathematical Understandings outlined in each resource book as well as explore the Diagnostic Map and Diagnostic Tasks used to identify students’ misconceptions about mathematics.

Presenter(s): Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 21 Registration Fee: $525 - Register in a team of 5 or more from the same school and pay only $425 per participant. Enter the Promo code “FSM-NT” in the promo box.

Location: Oct 11, 2011 – NWESD Oct 25, Nov 7 – Burl. Fire Department Date/Time(s): Oct 11, 25, Nov 7 2011 8:00 AM-4:00 PM A one-hour lunch break on your own.

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Formative Assessment in Math & Science for Instructional Leaders Webinar Event ID: 19458 From the comfort of your own office, this three-part webinar will help instructional leaders support math & science teachers in the implementation of formative assessment.

It will be based on the work of Susan Brookhart and Connie Moss, Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 3 Registration Fee: $0 Location: Webinar - Log in from home or come to NWESD to view Date/Time(s): Oct 03, 17, 24 2011 - 2:00 PM-3:00 PM You will need the text, Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders for this webinar.

Genre: The Key to Unlocking Comprehension Event ID: 19763 Do you struggle to help fluent readers in your classroom to move beyond series books like Magic Tree House and Junie B. Jones?

This workshop will help you move students from picture and series books into novels.

Participants will look at the reasons readers gravitate toward series books, analyze the supports these texts offer, and learn how to explicitly teach key characteristics of genre. Genres covered in this workshop will include realistic fiction, historical fiction, epic fantasy, science fiction, non-fiction, and biography. For teachers and reading specialists grades 2-8.

Presenter(s): Sarah Collinge Facilitator: Anita Garcia-Holzemer Clock Hours: 3 Registration Fee: $40 Location: Stanwood Camano District Office - Board Room Date/Time(s): Feb 06, 2012 - 4:30 PM-7:30 PM

www.NWESD.org

Powerful Formative Assessment in the Math and Science Classroom Event ID: 19270 This is an introduction to the characteristics of powerful formative assessment in math and science. Participants will be given an overview of the five key strategies of formative assessment in math and science and the tools to develop a learning progression.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 10 Registration Fee: $50 Location: Mount Vernon School District Office Date/Time(s): Oct 18-19, 2011 - 9:00 AM-3:00 PM A one-hour lunch break will be on your own. We encourage you to also register for the Powerful Formative Assessment in Math & Science: Follow-Up Sessions listed below.

FOLLOW-UP SERIES: Powerful Formative Assessment in the Math and Science Classroom Deepen your knowledge and skills around formative assessment. Participants will increase their understanding of each of the five key strategies of formative assessments over the course of three day-long sessions.

Pre-requisite: Participants MUST have attended the introductory Powerful Formative Assessment in Math and Science (Session ID: 19270) class prior to the start of each class listed below.

Powerful Formative Assessment in the Math and Science Classroom Follow-Up: Day 1

Powerful Formative Assessment in the Math and Science Classroom Follow-Up: Day 2

Powerful Formative Assessment in the Math and Science Classroom Follow-Up: Day 3

Event ID: 19271

Event ID: 19272

Event ID: 19273

Day one focuses on eliciting evidence for formative assessment, designing assessment tasks, and structuring student discourse to gain understanding of student learning.

Day two focuses on writing clear targets, and structuring a lesson to build opportunities for formative assessments.

Day three focuses on learning the characteristics of effective feedback and how to cultivate a community in order to allow for peer and self-assessment.

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 5 Registration Fee: $25 Location: Mount Vernon School District Office Date/Time(s): Nov 01, 2011 - 9:00 AM-3:00 PM

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 5 Registration Fee: $25 Location: Mount Vernon School District Office Date/Time(s): Dec 06, 2011 - 9:00 AM-3:00 PM

Presenter(s): Adrienne Somera, Jeanette Grisham Facilitator: Nancy Menard Clock Hours: 5 Registration Fee: $25 Location: Mount Vernon School District Office Date/Time(s): Jan 10, 2012 - 9:00 AM-3:00 PM

A one-hour lunch break on your own.

A one-hour lunch break will be on your own.

Education Connection, Fall/Winter 2011

A one-hour lunch break will be on your own.

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Implementing RTI Series: Module Preparing for Student Success in Preparing for Student Success in 2 - Progress Monitoring High School Science High School Science Event ID: 19395 In this module, participants will apply previously learned skills to use screening data to evaluate the general effectiveness of the RTI framework and establish progress monitoring and intervention schedules.

Participants will gain the necessary skills in order to use data to evaluate intervention effectiveness, to establish data decision rules, to make decisions about instruction, and to establish an effective progress monitoring system.

Presenter(s): Beth Niemi, Jeanette Grisham Facilitator: Jennifer Longchamps Clock Hours: 6 Registration Fee: $0 Location: NWESD Date/Time(s): Oct 10, 2011 - 8:30 AM-3:30 PM

Planning for Instruction

Small

Event ID: 19743

Event ID: 19744

Learn about the new high school assessment and graduation requirements. Reexamine the high school science standards and biology endof-course test and item specifications.

Consider what your high school can do to assure that ALL students are prepared to be successful in science. This course will be most powerful for high school teams with a district administrator.

Learn about the new high school assessment and graduation requirements. Reexamine the high school science standards and biology end-of-course test and item specifications.

Consider what your high school can do to assure that ALL students are prepared to be successful in science.

This course will be most powerful for high school teams with a district administrator.

Presenter(s): Adrienne Somera Facilitator: Nancy Menard Clock Hours: 5 Registration Fee: $25 - Register a district team of up to 5 people and pay only $50.

Enter the promo code DISTTEAM in the promo box.

Location: Burlington Public Library Date/Time(s): Oct 25, 2011 - 9:00 AM-3:00 PM

Presenter(s): Adrienne Somera

Group Facilitator: Nancy Menard

Event ID: 19762 Meeting with students in small groups offers teachers the opportunity to provide ‘just in time’ instruction based on students’ assessment data. Participants will examine a variety of types of small group instruction including guided reading, transitional guided reading, strategy groups, and book clubs.

This class will help you determine groups and which instructional skills and strategies to teach each group. This interactive workshop will provide time for professional reading, video samples and lesson scripting that can be used immediately in your classroom. For teachers and reading specialists grades K-6.

Presenter(s): Sarah Collinge Facilitator: Anita Garcia-Holzemer Clock Hours: 3 Registration Fee: $40 Location: Stanwood Camano District Office - Board Room Date/Time(s): Oct 17, 2011 - 4:30 PM-7:30 PM

Clock Hours: 5 Registration Fee: $25 - Register a district team of up to 5 people and pay only $50.

Enter the promo code DISTTEAM in the promo box.

Location: Ferndale School District Office Date/Time(s): Oct 13, 2011 - 9:00 AM-3:00 PM

Cris Tovani Workshop Series We are thrilled to welcome back Cris Tovani as a featured presenter in two upcoming workshops: “So, What Do They Really Know” and “Tying it All Together”. The workshops will build upon each other, but can also be taken as stand-alone components. Her last workshop held in August filled up in just two days time.

Join Cris as she explores the complex issue of monitoring, assessing, and grading students’ thinking and performance. Like all teachers, she struggles to balance her student-centered instruction with school system mandates.

Her recommendations are realistic and practical; she understands that what isn’t manageable isn’t sustainable.

REGISTRATION NOW OPEN FOR BOTH WORKSHOPS! October 11, 2011 Event ID: 19849 April 17, 2012 Event ID: 19850

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Weather Hotline 360.299.4078

T&L Workshops Continued Preparing for Student Success in So, What Do They Really Know?

Event ID: 19849 High School Science

Teaching with Library of Congress Primary Sources

Event ID: 19745

Event ID: 19651

Learn about the new high school assessment and graduation requirements. Re-examine the high school science standards and biology end-of-course test and item specifications.

Consider what your high school can do to assure that ALL students are prepared to be successful in science. This course will be most powerful for high school teams with a district administrator.

Presenter(s): Adrienne Somera Facilitator: Nancy Menard Clock Hours: 5 Registration Fee: $25 – Register a district team of up to 5 people and pay only $50.

Enter the promo code DISTTEAM in the promo box to receive your discount.

Location: Everett School District - Lively Center Date/Time(s): Oct 26, 2011 - 9:00 AM-3:00 PM

Education Connection, Fall/Winter 2011

Join Cris Tovani as she explores the complex issue of monitoring, assessing, and grading students’ thinking and performance.

Topics will include formative vs. summative assessment, monitoring vs. conferring, targets for student learning, and creating questions to guide learning. Like all teachers, she struggles to balance her studentcentered instruction with school s y s t e m mandates.

Her recommendations are realistic and practical; she understands that what isn’t manageable isn’t sustainable.

Cris Tovani is a well-respected author of a number of literacy books. Don’t miss out on this great opportunity to hear her presentation. A copy of her new book “So, What Do They Really Know?” is included with your registration fee.

Presenter(s): Cris Tovani Facilitator: Jennifer Longchamps Clock Hours: 5 Registration Fee: $125.00 Location: NWESD - Reid Harbor Date/Time(s): October 11, 2011 - 8:30 AM-2:30 PM

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This one-day workshop will introduce participants to the vast array of materials available for FREE to educators. Spend the day exploring teaching materials, learn how to easily find primary source documents with the Library’s new search engine and experience teaching activities using Library of Congress materials, including their analysis tools. This class will utilize the NWESD computer lab; seats are limited.

Presenter(s): Becky Firth Facilitator: Anita Garcia-Holzemer Clock Hours: 6 Registration Fee: $50 Location: NWESD Date/Time(s): Oct 12, 2011 - 8:30 AM-3:30 PM

Teaching with Library of Congress Primary Sources Event ID: 19679 This one-day workshop will introduce participants to the vast array of materials available for FREE to educators. Spend the day exploring teaching materials, learn how to easily find primary source documents with the Library’s new search engine and experience teaching activities using Library of Congress materials, including their analysis tools. This class will utilize the NWESD computer lab; seats are limited.

Presenter(s): Becky Firth Facilitator: Anita Garcia-Holzemer Clock Hours: 6 Registration Fee: $50 Location: NWESD Date/Time(s): Oct 13, 2011 - 8:30 AM-3:30 PM

www.NWESD.org

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Registration Center Two Ways to Register!

(1) Register Online: Using your credit card or an approved purchase order, you can register for any NWESD class ONLINE! Note: All “in process” purchase order registrations will be rejected.

(2) Register by Mail or Fax: Attendees may still register by mail or fax using the registration form in this catalog.

Mail the form with payment to: Registrar, NWESD 1601 R Avenue Anacortes WA 98221 Fax the registration form with credit card or purchase order information to: 360.299.4070.

Course Facilitators are available for questions about each course Autism Outreach Project Patty Yates, 360.299.4015 pyates@nwesd.org Prevention Center Anne Elkins, 360.299.4037 aelkins@nwesd.org

Register Early!

Events not meeting the minimum enrollment by cut-off date, generally one week prior to start date, risk cancellation at the discretion of the organizer.

Register today! www.nwesd.org/workshops

Special Programs and Services Janet Chase, 360.299.4011 jchase@nwesd.org Teaching & Learning (T&L) Anita Garcia-Holzemer, 360.299.4044 agarcia@nwesd.org Nancy Menard, 360.299.4020 nmenard@nwesd.org

Registration Shortcut

Advanced Education At Your Convenience CE Credits Online and NWESD has partnered with CE Credits Online to provide online courses.

Earn college credit and/or clock hours without having to leave the comforts of your home. All NWESD educators receive discounts on the registration costs of the course.

The quickest way to register for courses: Visit www.nwesd.org/workshops Either sign in with your existing account or, if you are a new user, create an account Register using esdWorks Online!

et plugged into NWESD! The NWESD resources are just a click away! The Education Connection is available online, in an easy-to-read magazine format! Visit www.nwesd.org/catalog to see the latest course catalog and to subscribe to email notifications when a new publication is released.

s #OACHING TO )MPROVE 2EADING s #OACHING TO )MPROVE Teaching and Learning s The Constructive Discipline Series Giving Directives That Students Will Follow Stopping Disruptive Behavior Conducting the Parent Conference 2IGHTS 2ESPONSIBILITIES IN THE $ISCIPLINARY Process s $IfFERENTIATING )NSTRUCTION IN THE 2EGULAR Classroom s (OW TO h2EAD AND WRITEv IN -ATH )MPROVING 0ROBLEM 3OLVING AND #OMMUNICATION IN Mathematics s Today Classroom: Foundations of and Current Trends in Education

Visit us on Facebook and Twitter for breaking news about NWESD offerings and updates For more information please esdWorks Online catalog, go online to www.nwesd.org/classes. from our member districts. You can join the conversation by visiting our homepage and visit www.cecreditsonline.org You may also contact clicking on the icons in the lower left.

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4 easy ways to stay current

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o you want to stay up-to-date on breaking news in education and professional development opportunities offered by the NWESD? Here are 4 easy ways to stay current!

1. Get the weekly Education Connection email. Each Tuesday, get the latest classes and workshops delivered straight to your inbox. Subscribe by going to nwesd.org/workshops and clicking the link for the weekly email.

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