2022 SDW Professional Learning

S C H O O L D I S T R I C T O F WAU K E S H A

PROFESSIONAL LEARNING 2022 - 2023

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WHY DO WE VALUE PROFESSIONAL LEARNING? While we look ahead toward another year of student learning, we know that our practices are developed as a part of a rich network of professional learning. The goal of all SDW professional learning options is to continuously enhance the practice of our sta so the learning of our students is enhanced. Professional learning supports the foundation(s) of teacher practice, whether you are a teacher new to the profession or an experienced teacher who may be learning new practices or strategies. Professional learning supports continued development and depth of teacher practice regardless of where you may be in your own learning process.

Focus of professional learning is determined by • L5: Data and Results-Coherence • L4: Securing Accountability and Ensuring Excellence • L3: Deepening Learning and High Leverage Practice • L2: Cultivating Collaborative Cultures • L1: Focusing Direction: SAIL Theory of Action We are committed to the implementation of professional learning at the classroom, school and district level and know this is greatly impacted by practice, feedback, and coaching.

E ect Sizes for Training Outcomes by Training Components

Knowledge

Information

0.63

0.35

0

Presentation of Theory

0.15

0.5

0

Demonstration

1.65

0.26

0

Theory + Demonstration

0.66

0.86

0

Theory + Demonstration + Practice

1.15

0.72

0

Theory + Demonstration + Practice + Feedback

1.31

1.18

0.39

Theory + Demonstration + Practice + Feedback + Coaching

2.71

1.25

1.68

Source: Joyce and Showers, 1995, p. 112.

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Skill

Transfer of Training

PROFESSIONAL LEARNING FRAMEWORK Professional Learning Framework - Supported by Instructional Coaches Our Values We believe that each and every minute of the 180 days of school time with students is vital; we value all instructional time between teachers and learners. Department and school budgets are aligned and planned in advance to support this work.

We o er professional learning that aligns with the district’s vision for teaching and learning and with student needs. Our professional development program fosters a culture of collaboration and continuous improvement while leveraging technology that creates and supports a customized experience for each teacher.

District coaches partner with school leaders to ensure a collaborative message of practice is consistent throughout our system.

Coaches are also responsible for assessing needs of the teachers they support, and in doing so, will seek out additional resources and professional learning opportunities to share with their teachers.

Professional Learning Framework - Flex Professional Learning Guidelines We promote the use of Flex PD to ensure instructional excellence across each school and classroom. This occurs when we design learning for students so that teachers can step out of the physical environment to engage in professional learning.

The Flex PD model supports the following: • A primary focus on the student’s instructional day; this is a top priority.

• A exible learning design to create more student driven learning experiences directly connected to learning targets.

• A value-add experience for teachers and students.

• A cost-neutral, no subs, no students sent home, no loss of instructional time.

• A customized professional learning experience that promotes the application of learning for sta .

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TEACHER DEVELOPMENT PROGRAM SDW Credit Requirement for New Hires in the Teacher Employee Group All hired sta in the teacher employee group are required to take courses o ered by the School District of Waukesha and must earn nine credits during their rst ve years of employment. The courses are provided by the District at no cost to the teacher. These courses will not be eligible for additional compensation unless they are paid for by the employee except as stated below.

Salary Advancement for completing New Teacher Employee Group Credit Requirement Additional step movement may be granted within the assigned lane for earning a valued certi cation and/or completing 9 paid SDW professional development credits.

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This is a one-time only option: One-time for nine paid SDW credits and one-time for earning a valued certi cation.

2.

Special consideration for teachers within their rst ve years on lane 1B: The teacher on lane 1B may audit the SDW courses and receive lane advancement to 2B if courses are completed within their rst ve years of employment in SDW. Teachers need not pay for these credits, but must provide proof of successfully completing the coursework by showing the course name, date taken, and teacher signature of completion.

3.

Special consideration for teachers within their rst ve years on lane 1M: The teacher on lane 1M who completes the nine new teacher credits within their rst ve years of employment may advance to lane 2M. Teachers must pay for these credits and provide a transcript showing completion of the credits.

New Professional Sta (Teacher Employee Group) Support Sessions

New Professional Sta Support Sessions will be o ered throughout the school year. This is a drop-in model where all topics stand alone; however, one TDP credit can be earned through participation in all ve of the support sessions and completion of all homework assigned by the facilitator of each session. Dates are listed below and sessions will run from 4:30-6:30 in Rooms 213-215 at the Lindholm Building.

September 21, 2022 November 9, 2022 January 11, 2023 March 8, 2023 May 10, 2023 Below are some suggested topics to address throughout the course of the New Professional Sta Support Sessions.

• Developing your SLO/PPG; Understanding the EEP process and Danielson Framework • Social and Emotional Learning • Understanding Diverse Learners • Proactive Behavior Planning • Equity and Bias

New Teacher e-Learning Sessions - New for 2022-23!

New Teacher eLearning Sessions will be o ered virtually throughout the school year. These sessions will focus on supporting teachers new to the profession. Professional learning will be designed to meet the needs of new teachers that are in years 1-3 of teaching. New teachers can earn one TDP credit for successful completion of the e-Learning Sessions. Dates are listed below and sessions will run virtually 4:30-6:30 via Webex.

October 12, 2022, December 14, 2022, February 8, 2023, & April 12, 2023

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NEW TEACHERS - SPECIAL EDUCATION These courses constitute the foundations of instructional practice necessary for a new special education teacher. These are scheduled on the TDP calendar (on page 7) throughout the rst year of employment.

2022 Summer Institute New Teacher Pathway A variety of courses are o ered and taught by our very own sta as well as dedicated curricular sessions within each content area. These courses will provide a foundation as you begin your work in the School District of Waukesha.

See page 21 of this booklet for more information on the Summer Institute.

TDP (Teacher Development Program) Courses • TDP courses, Collegial Studies and self-paced courses via BB9 are o ered each semester.

• These courses are o ered to all educators in the School District of Waukesha.

• Most TDP courses will meet four times per month for a total of (8) hours. Additionally, students must complete a minimum of 20 hours of application time with blended, exible options, and display evidence of embedded practice.

• Students can earn credit upon successful completion of each course and additional coursework. Contact Sara Orcholski (sorchols@waukesha.k12.wi.us) for credit forms. 1.0 credit fee is $100, 0.25 credit fee is $25.

• Grades will be assigned at the END of each month.

Collegial Study A collegial study is a “study” of a certain topic with your fellow educators that focuses on school and/or district priorities. There is typically a collegial study “facilitator” who is the lead contact person for the study.

• Collegial Studies may be worth 1.0, 2.0, or 3.0 credits (1.0 credit fee is $100.00) based on the number of class hours, rigor of course, and amount of work completed.

• The number of credits applied to a collegial study will be determined by the study facilitator and communicated to participants through the syllabus created by the facilitator.

• All Collegial Study Proposals will be submitted to Sara Orcholski.

• All instructors need to submit nal grades to Sara Orcholski.

Non-violent Crisis Intervention (NVCI) Trainings These sessions provide certi cation in strategies and skills to de-escalate a student who is at risk of emotional or behavioral outburst and also addresses the appropriate handling when a student requires physical restraint. Full day BASIC sessions will be scheduled throughout the school year and administrators should consult the sta ng list to determine who needs the introductory course. The Refresher needs to be completed within two years of the BASIC and can be renewed in either a half-day faceto-face session or a FLEX refresher which is a combination of online and face-to-face instruction.

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2022-2023 PROFESSIONAL DEVELOPMENT COURSE MENU TDP courses, Collegial Studies and self paced courses via BB9 are offered each semester.

Self-Paced Courses-offered via BB9 (all 1 cr): • Blackboard 101

• Google 101

• SAMR 101

• Collegial Study options, once approved, can be offered throughout the school year.

• Blackboard 102

• Google 102

• Standards Based Grading Essentials

Blackboard 103

Google 103

Educator Effectiveness in

• • • Flexible options can be available and are determined by instructors • SDW and students enrolled in specific TDP courses.

• Additional courses may be offered. Please refer to the CONNECT Self-Paced Courses-offered via Google Classroom: and district website for any changes.

• SUCCESS w/ Linguistically & Culturally Diverse Learners (3 cr) • Dual Language Essentials (1 cr) • Grades will be assigned at the end of each month • Mastery in Dual Language Word Study (0.5 cr)

AUGUST 2022 TDP’s

SEMESTER 1 TDP COURSE OFFERINGS SEPTEMBER 6, 13, 20, 27 4:15-6:15 pm

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NOVEMBER 1, 8, 15, 29

4:15-6:15 pm

Math Essentials: Elementary K-5 Standards Based Grading Literacy Essentials

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Math Journal - Beginning the Journey (9/27) Planning for Unit 2 Gr. K-5

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4:15-6:15 pm

AVMR Course 1 Revisited Planning for Unit 2 & 4 in 1st Gr. Math Best Practices in IEP Writing & Delivery

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AVMR Course 2 Revisited Planning for Fraction Units in 3rd, 4th, & 5th Grades Serving Students on the Autism Spectrum

1.0 CREDIT OPTION

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OCTOBER 4, 11, 18, 25

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0.25 CREDIT OPTION ELEMENTARY STAFF ONLY

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Utilizing Phonics Assessments (10/4) Getting Started with Guided Reading (10/18)

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Math Journals - Scaffolding to Gain Independence (11/15) Using PALS Data to Drive Instruction: Kindergarten (11/15)

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0.50 Credit Option •

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Students Don’t Know Their Addition/ Subtraction Facts! Teaching the Strategies & Getting to Fluency (10/11 & 10/25) Students Don’t Know Their Multiplication/DivisionFacts! Teaching the Strategies & Getting to Fluency (10/4 & 10/18)

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0.50 Credit Option •

Next Steps in LDG (11/8 & 11/15)

DECEMBER No courses offered due to low enrollment

2021-2022 PROFESSIONAL DEVELOPMENT COURSE MENU SEMESTER 2 TDP COURSE OFFERINGS JANUARY 3, 10, 17, 24 4:15-6:15 pm

1.0 CREDIT OPTION

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• •

•

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0.25 CREDIT OPTION ELEMENTARY STAFF ONLY

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JANUARY 31 FEBRUARY 7, 14, 21

FEBRUARY 28 MARCH 7, 14, 21

4:15-6:15 pm

4:15-6:15 pm

Planning for Unit 10 & 13 • in Kindergarten - Adding & Subtracting with Drawings • and Numbers Guided Group Instruction in Math Planning for Unit 7 in 2nd Gr. - Building Number Sense - Applying Addition and Subtraction Strategies (Fosnot: Ages and Timelines) Collaborative Process and Strategies (FBA-BIP, behavior, progress monitoring)

Differentiation of AVMR Games & Activities Errorless Learning

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Planning for Unit 4 Gr. K-5 (1/10) Explicit Mini Lessons to Drive Application Gr. K-5 (1/17)

Writing About Reading in Guided Reading (2/7) Planning for Unit 5 Gr. K-5 (2/21)

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APRIL DATES LISTED BELOW

Making Math Application • Time Meaningful Functional Skills for • Students with • Disabilities • •

Beyond CGI Problem Types and into Student Thinking Rich Problem Solving Tasks Scaffolding Instruction So That All Students Will Learn Tech out my Math Fostering Inquiry through Hands on Learning in the Secondary Classroom

Analyzing Running Records and Planning for Instruction (3/7) My Thinking: Utilizing the Thoughtful Log Rubric (3/14)

Facilitating the Transfer of Phonics into Writing, Reading, and Application Time (4/4) Planning for UNit 6 Gr. K-5 (4/11)

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0.50 Credit Option

0.50 Credit Option •

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Beyond CGI Problem Types and into Student Thinking Addition & Subtraction (1/31 & 2/14) Beyond CGI Problem Types and into Student Thinking Multiplication & Division (2/7 & 2/21) Conferring with Readers and Writers (2/21 & 2/28)

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Rich Problem Solving Tasks for Full Class Disclosure and Collaboration Within a Problem Solving Workshop (4/4 & 4/11) Rich Problem Solving Tasks for Individual Students to Think Deeper During Application Time.

(4/18 & 4/25)

2022 - 2023 PROFESSIONAL DEVELOPMENT & COURSE DESCRIPTIONS SDW PD: IF-THEN If …we provide foundational PD opportunities on district priorities…

If ...we o er multiple options/dates/delivery methods, and instructors …

If ...we monitor the success, application, results of our PD...

Then…our teachers will have the foundational understanding of key objectives and be able to apply these with students in order to help increase student growth and achievement.

Then...our teachers will be able to better customize their learning experience.

Then… we improve the overall PD experiences and student achievement will increase.

LITERACY • ELEMENTARY LITERACY TDPs: Elementary Literacy Instruction and Intervention (1.0 cr) Note: This TDP course is required within the rst two years of employment for new K-2 teachers who teach literacy.

Elementary Literacy Instruction and Intervention (ELII) is designed to provide teachers with strategies for literacy instruction and intervention in the elementary classroom. Through a collaborative and constructive environment, this TDP course will increase K-2 teachers’ understanding of early literacy theory and practices. Participants will study ways of assessing students to determine their strengths and instructional needs. Participants will learn how to plan e ective small group reading instruction in order to meet all learners’ needs. We will study speci c teaching practices that help children build a processing system and become independent learners. Close observation of children’s talk, reading, and writing provides an essential foundation for teaching emergent and early learners. Speci c instructional routines, intervention lesson formats, and prompting language for students with reading di culties will extend participants’ knowledge. Immediately putting into practice what they read, discuss, and learn in class, participants will further improve their literacy instruction through self-assessment and re ection. Course content will be di erentiated by participant need and grade level, as necessary.

Literacy Essentials: Elementary (1.0 cr) Teachers will dig into the foundational pieces of literacy instruction in SDW: Language Workshop, Reading Workshop, Grammar, and Phonics, and how they all t together. We will also discuss setting up a literate environment and launching your workshops to allow for di erentiation and small group instruction.

Conferring with Readers and Writers (0.50 cr) Teachers will grow their understanding of conferring with a student, keeping anecdotal notes, and using this formative data to plan instruction. You will learn how to use your conferences to provide students with just right instruction.

Planning for Unit 2 in K-5 (0.25 cr) Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

Utilizing Phonics Assessments (0.25 cr) This session will dig into the procedures of giving cumulative phonics assessments and give suggestions on how to t this into your daily schedule and how to track student progress to drive your classroom instruction.

Getting Started with Guided Reading (0.25 cr) Teachers will learn the structure of a guided reading lesson and how to intentionally design instruction that builds foundational skills, supports students in applying cognitive strategies, and developing uency while reading for meaning in leveled texts.

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Using PALS Data to Drive Instruction: Kindergarten (0.25 cr) You administered the PALS test, now what? Dig into how your PALS data can support whole group and small group instruction, while collaborating with other kindergarten teachers.

Next Steps in LDG (Literature Discussion Groups) (0.50 cr) Teachers will explore intentional planning for small group book discussions. Strategies to elicit deeper students thinking and growing students discourse will be discussed.

Analyzing Running Records and Planning for Instruction (0.25 cr) After you've administered the running records, come learn the next steps! During this course will learn how to analyze a running record, set student goals, and plan for responsive small group instruction.

Planning for Unit 4 in K-5 (0.25 cr) Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

Explicit Mini lessons to Drive Application Time in Grades K-5 (0.25 cr) This session will review the mini lesson structure and how it ties into the CLM framework. We will spend time learning how to build o of shared literacy experiences to create mini-lessons. We will dive into using an inquiry based format that leads to higher engagement.

Writing About Reading in Guided Reading (0.25 cr) Digging into the Writing Phase of the Guided Reading for Below Level Readers lesson.

Planning for Unit 5 in K-5 (0.25 cr) Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

My Thinking: Utilizing the Thoughtful Log Rubric (0.25 cr) Looking to give your My Thinking section a boost? Want to nd new ways to inspire all students to be re ective thinkers, readers, and writers? In this session, we will revisit the purpose of the My Thinking section, how it connects and is supported by the other sections of the Thoughtful Log, and how to expand students’ writing through various sca olds. We will also explore ways to utilize the My Thinking rubrics for student self-assessment and to guide teacher instruction.

Facilitating the Transfer of Phonics into Writing, Reading, and Application Time (0.25 cr) Looking for ways to promote transfer of phonics into your Reading and Writing Workshops? We will explore various components of the Benchmark lessons that lend themselves to opportunities for independent application.

Planning for Unit 6 in K-5 (0.25 cr) Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

• SECONDARY LITERACY TDPs: Fostering Inquiry through Hands on Learning in the Secondary Classroom Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn strategies to foster inquiry by having students engage with materials in a hands on fashion.

Through both examples and application, teachers will nd ways to incorporate movement into their classrooms, encourage students to engage with traditional and digital resources, and draft lesson plans to apply these strategies within their speci c content areas.

Building Collaboration Environments to Enhance the Inquiry Process Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn how to build purposeful collaborative lessons and environments that foster students to think with each other to deepen their understandings of topics and ideas.

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Comprehension Strategies for the Secondary Classroom Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn and apply reading comprehension strategies to help all students navigate text and monitor their understanding of text. Secondary Focus.

Flexible Grouping: Data-Driven Instruction Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Teachers will learn how to use data to create and facilitate exible grouping in their classes. We will be looking speci cally at how to use MAP data, ASPIRE and ACT data, as well as pre-assessment data to create and utilize exible groups. Teachers will also learn how to implement and foster positive exible groups that promote collaboration.

MATH • Tech Out My Math (Secondary) (1.0 cr) Take out the iPads and get ready to leverage the technology the way you always wanted (or maybe never thought you could). From rich games to learning to manage classroom expectations, participants will explore various options related to their math content while maintaining a focus on increasing engagement and rigor. Whether you are a tech beginner or a tech guru, this course will enrich your tech toolkit.

• Math Essentials: Elementary - For teachers new to math in SDW (K-5) (1.0 cr) The goal of this course is to provide new elementary teachers the foundational pieces of numeracy instruction. We will dig into the resources used in SDW to get at the math practice standards and content standards. We will also look at the math workshop framework and how to plan for math instruction.

• Guided Group Instruction in Math (1.0 cr) K-5 Math Teachers. One way to help students move forward in math is by having small exible groups. Guided math groups allow teachers to di erentiate and responsively instruct students at the levels they need. In this class nd out e ective uses of guided groups, how to plan for the various students, a framework to follow for the lesson, and how to sca old students’ learning through e ective questioning.

• Making Math Application Time Meaningful (1.0 cr) K-5 Math Teachers. Application time is a large chunk of our math workshop block. Are you getting the most out of it possible?

This TDP will look at what components should be part of application time, how to encourage problem solving and discourse with students, and what resources exist to help support this part of math workshop.

• Add+VantageMR (AVMR) Course 1 Revisited (1.0 cr) (This course is for AVMR trained teachers) Did you complete Add+VantageMR Course 1 and end up with more questions once you got back to your classroom? This course will review the information learned in AVMR and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Number Words and Numerals, Structuring and Addition/Subtraction.

• Add+VantageMR (AVMR) Course 2 Revisited (1.0 cr) (This course is for AVMR Course 2 trained teachers) When learning something new, it is often hard to remember all of the key concepts. This course will review the information learned in AVMR Course 2 and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Place Value and Multiplication and Division, as well as information in the red book.

• Math Journal - Beginning the Journey (.25 cr) K-5 Math Teachers. Writing in math is a great way for students to process information and our math journals allow for a great resource for students to use throughout the year. Come to this one night class to nd out how to set up your math journals and some best ways to integrate it into your math workshop • Planning for Unit 7 in Second Grade - Building Number Sense - Applying Addition and Subtraction Strategies (Fosnot: Ages and Timelines) (.25 cr) Second Grade Teachers - Join this one night session to plan your upcoming Unit 6 on Measurement - Time and Money (Fosnot: Trades, Jumps and Stops) We will look at laying out the entire unit and then planning the details for the days. We will also dig into the Fosnot unit Trades, Jumps and Stops as time allows.

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• Planning for Unit 10 and 13 in Kindergarten - Adding and Subtracting with Drawings and Numbers (1.0 cr) Kindergarten Teachers - Join this course to plan for your upcoming units 10 and 13 on Adding and Subtracting with Drawings and Numbers. We will look at laying out the entire unit and then planning the details for the days.

• Planning for Unit 2 and Unit 4 in rst Grade Math (1.0 cr) First Grade Teachers - Did you know that last year units 2 and 4 were revised? During this time, look at the di erences between units 2 and 4, learn the reason for the change, and determine the best way for instruction. We will look at laying out the entire unit and then plan the details for the days.

• Planning for Fraction Units in 3rd, 4th, and 5th Grades (1.0 cr) 3rd-5th Grade Math Teachers. Fractions are a large part of the curriculum in third, fourth, and fth grade. During this course, we will look at how fractions develop and plan for the upcoming units in the 3rd, 4th, and 5th grade levels. We will look at laying out the entire unit and then planning the details for the days.

• Math Journals - Sca olding to Gain Independence (0.25 cr) K-5 Math Teachers. Writing in math is a great way for students to process information and our math journals allow for a great resource for students to use throughout the year. In this one night session, you will learn how to sca old learning when using the math journal so students can do the activities and work independentl • Rich Problem Solving Tasks for Full Class Discourse and Collaboration Within a Problem Solving Workshop (0.50 cr) K-5 Math Teachers. Many times when we think of math tasks, we think of problems that take a full class period or several days to solve. While it is great for our students to experience these problems, it is also important that they solve smaller problems on a regular basis. In this course, we will look at various types of problems that are all ready created that could be used in your math workshop class each week.

• Rich Problem Solving Tasks for Individual Students to Think Deeper During Application Time (0.50 cr) K-5 Math Teachers. Many times when we think of math tasks, we think of problems that take a full class period or several days to solve. While it is great for our students to experience these problems, it is also important that they solve smaller problems on a regular basis. In this course, we will look at various types of problems that are all ready created that could be used in your math workshop class each week for individual students to solve independently.

• Students Don't Know Their Addition/Subtraction Facts! Teaching the Strategies and Getting to Fluency (0.50 cr) K-5 Math Teachers. Do you have students who do not know their facts? Are you frustrated because their fact uency is getting in the way of them doing more challenging math? Join this two night session to learn more about the Addition/Subtraction Origo Book and Box of Facts to teach strategies for knowing facts and then spend time digging into the best ways for students to practice so that they can be uent in their math facts.

• Students Don't Know Their Multiplication/Division Facts! Teaching the Strategies & Getting to Fluency (0.50 cr) K-5 Math Teachers. Do you have students who do not know their multiplication/division facts? Are you frustrated because their fact uency is getting in the way of them doing more challenging math? Join this two night session to learn more about the Multiplication/Division Origo Book and Box of Facts to teach strategies for knowing facts and then spend time digging into the best ways for students to practice so that they can be uent in their math facts.

• Di erentiation of Advantage MR Games and Activities (1.0 cr) (This course is for AVMR trained teachers) How do you meet the needs of all students? One way is take a game or activity and consider how it can be tweaked for the di erent levels and constructs. That is exactly what we will do in this course! We will look at several games across the various AVMR areas and discuss how they could be di erentiated for our students.

• Beyond CGI Problem Types and into Student Thinking - Addition and Subtraction (0.50 cr) K-5 Math Teachers - Have you ever wondered about the why behind CGI? Cognitively Guided Instruction is much more than just problem solving types. It is about teachers being inquisitive and curious about students’ thinking. It is about students learning with understanding and constructing meaning of math from the problems that they tackle. Attend these sessions to go beyond just giving various problem solving types - nd the real power in observing children’s thinking.

• Beyond CGI Problem Types and into Student Thinking - Multiplication And Division (0.50 cr) K-5 Math Teachers. Have you ever wondered about the why behind CGI? Cognitively Guided Instruction is much more than just problem solving types. It is about teachers being inquisitive and curious about students’ thinking. It is about students learning with understanding and constructing meaning of math from the problems that they tackle. Attend these sessions to go beyond just giving various problem solving types - nd the real power in observing children’s thinking.

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• Personalized Learning Elements Danielson: 1c, 3b, 3C, 3d, 4b

Immersing in the core components and the Learning and Teaching components of the honeycomb model.

• Sca olding Instruction so that All Students Will Learn Danielson: 1b, 1c, 1e, 1f, 3b, 3c, 3d, 3e Understanding the learning cycle that we all interact with as learners is essential in crafting engaging instructional practices.

• Standards Based Grading Essentials K-12 Danielson 1c, 1e, 1f, 2b, 3a, 3d, 3e, 4c This interactive TDP course will introduce participants to the principles of Standards-Based Grading while demonstrating how this approach provides the best practices in grading and reporting for students. Participants will then develop practical examples of how to turn the principles of SBG into practice in their own classrooms through standards, rubric, assessment, and feedback design. Finally, each participant will develop their own personalized action plan for how to implement the best practices of SBG in their own classrooms.

• Declaring Grades in a Standards-Based Grading System Danielson 1c, 1e, 1f, 2b, 3a, 3e, 4c As teachers continue to implement best practices in standards-based grading, such as providing high quality developmental feedback and using formative assessment to drive instruction, they continue to face the challenges of declaring and reporting nal student grades. In this TDP course, participants will learn why declaring grades based on a body of evidence is a research-based best practice. Then using course assessment rubrics, participants will learn how to make fair and accurate judgements about student work in order to report grades that are accurate, fair, and reliable for all students.

• Making Thinking Visible through Digital Portfolios and Learner Pro les Danielson: 1c, 3b, 3c, 3d, 4b Teachers will explore various techniques and resources for curating student work as a means for infusing student ownership and voice in demonstrating pro ciency. Teachers will examine the process of scaling from goal setting to full system implementation of learner pro les and digital portfolios.

SPECIAL EDUCATION TDPs • Best Practices in IEP writing and delivery College and Career Ready IEPs have been with us a short time and we need some re nement to our practice to truly align with the intentions. Learning about the 5 beliefs and practicing the 5 step process will assist sta in writing more intentional plans.

Using the DPI audit expectations, sta will learn of key factors required to meet the compliance components as well as the reading drives achievement expectations. Running an IEP that is meaningful without boring or overwhelming the participants is a valuable skill and re-evaluation case management steps are critical to follow in our continuous e orts to meet compliance.

• Collaborative Process and Strategies (FBA - BIP, behavior, progress monitoring) Student behavior can be a challenging barrier to academic growth, and we have a process to assist us in serving students with behavioral goals. A Functional Behavioral Analysis - Behavior Intervention Plan (FBA-BIP) is to be developed for students who are identi ed with an Emotional Behavioral Disorder (EBD) or Educational Autism that has a behavioral/communication component. This course will assist teachers in learning to develop and implement a plan, in addition to meaningful ways to progress monitor student growth on behavioral goals. Progress monitoring is also addressed in documenting growth in academic goals.

• Errorless Learning In this session, participants will explore the idea of creating an “errorless learning environment” for students in special education who present some of the most challenging behavioral and academic needs. Typically, these students are not able to tolerate taking risks; they require a very safe space where they can trust before they will be vulnerable to any new learning. The class will explore the importance of intentional trust building, setting expectations, and allowing students to maintain some control of their learning environment. The class will look into case studies of students who have bene tted from an errorless learning environment. Through the case studies, teachers will be able to take away strategies that can be applied to their learning environments.

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Instructional Practices to Enhance Standards Based Grading and Waukesha One

• Functional Skills for Students with Disabilities Students who demonstrate the most signi cant challenges to learning may be educated using Essential Elements as the guiding curriculum for their IEP goals. This class will assist you in assessment and decision making leading to quality goal writing on the IEP and lesson planning.

• Serving Students on the Autism Spectrum These sessions will provide teachers with an in-depth understanding of key components that are paramount in planning and implementing an educational program for students with Autism. Topics will include; self-regulation, sensory integration, visual supports, social learning, behavior intervention plans, and language/communication strategies. The facilitators of these sessions will utilize case examples as they walk through each component. Session participants are encouraged to bring an IEP to reference throughout the sessions.

SELF-PACED TDPs AVAILABLE on BB9 • BB 101 - Using Blackboard to Augment Instruction Interested in having an online space to post documents and les, to allow students to access classroom content 24/7, or to encourage engaged learning through student interaction? Thinking about a ipped classroom, but unsure of where to put the videos you generate? Perhaps it is time you learned more about Blackboard, the learning management system available to Waukesha teachers and sta . This class is focused on creating and/or editing your online class environment. We will speci cally look at how to create and post content for use with student iPads. This is a Blackboard class for those wanting to learn more about constructing a Blackboard class or editing a class shell. Come join us to establish your online classroom!

• BB 102 - Blackboard - Adding Collaboration, Assessment, and More Have a Blackboard class that you are already using with your students? This class is focused on adding to your already developed online class environment. We will use the collaboration, communication and other tools in Blackboard to expand your class content. How can we get our students to interact with each other to increase learning? Discussion Boards, Wikis and Blogs! “OH, MY!” We will speci cally look at how to create and post content for use with student iPads. Come join us to make your Blackboard class more interactive!

• BB 103 - Blackboard - Adding Assessment and More So you have been building a Blackboard class to share your content, now it’s time to explore some Bb features that will add even more purpose and functionality to what you are creating! Enroll students, set parental options, explore Blackboard Assessment features, learn to use the Grade Center and class reporting tools. Want to make your class more personalized? Gamify the content? Blackboard can do that! Discover adaptive release and badging possibilities built right in Blackboard! Time to dig deeper into how Blackboard can enhance the learning experience!

• Google 101 - Google Basics Google Basics places emphasis on the use of Google Tools (Chrome, Gmail, Calendar, Drive, and uses of Docs and Presentations). Class content will range from use of Gmail and setting up class email groups, to setting up shared classroom calendars and collaborative documents to use for learning. We ask that everyone complete these classes in order.

This class models personalized learning with emphasis on the Google skills for students and teachers in a modern Waukesha One classroom. Teachers who are familiar with Google App concepts will be able to move through the class at their own pace.

• Google 102 - Collaborating, Assessing, Publishing, and Re ecting with Google Tools Google Apps for Education has changed the way our sta and students communicate, collaborate, teach, assess, and learn. This class is focused on nding ways to integrate the creation, communication, and collaboration features of Google Apps for Education into existing practices, and to begin to explore new instructional and assessment practices that will be aided by the use of these tools. We will focus on Google Drive, Docs, Slides, Forms, Sheets, and Sites The session is targeted at users who are already exploring and utilizing Google Apps for Education suite of products and are ready to use these tools for meaningful instructional purposes.

• Google 103 - Bringing It All Together!

Implementing Google Apps tools? It is time to use them meaningfully to take full advantage of these tools for the purpose of teaching and learning. We broaden the scope of what is possible with Google Apps exploring three add-on services: YouTube, Blogger, and built-in Add-ons. These tools aid teachers in resource delivery to students and more e cient work ow. They can aid students in making their thinking visible and going public with their learning. We will then explore the SAMR model to empower and inform teachers what meaningful technology integration can look like. Finally, students in the class will develop an instructional unit to use with students (using the Google Apps tools to support the lesson) and will evaluate it based upon the SAMR scale. The class will expand on your personal portfolio development and how these tools can enhance your classroom instruction.

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• Standards Based Grading Essentials This course will provide participants an authentic learning experience with the principles and practices of standards-based grading.

In addition, participants will engage in re ective activities, practice scenarios and create a personalized grading and reporting "Action Plan" for implementing best practices in grading and reporting at the classroom level. Topics will include grading practices, setting instructional outcomes, designing student assessments, and using assessment to provide feedback.

This course is designed for both administrators and teachers and other site-based leaders. Some activities might need to be modied by the learner participant to meet their speci c needs and roles. For example, an administrator's action plan might include some additional steps for site-level actions, but should still include the teacher components to help all learners have the same learning experiences in this course.

Your progression through the information and activities of this course starts in the W4L Fundamentals module. Due to the scaffolding design of the course, we ask that you continue through the modules in the order given in the navigation menu at the left.

As you progress through each module, you will become acquainted with the concepts in the speci c areas of setting instructional outcomes, designing assessments, using assessments to guide instruction, and involving students in e ective feedback.

Since this is an interactive course you will help embed those concepts into your educational practice through creative exercises, blogs, and discussion boards. At the end of each module, you will fashion an action plan for your teaching/administration situation incorporating the main aspects of that module. When you are nished with the course those modular action plans will knit into a comprehensive action plan for improving your instructional practices.

We anticipate this course being completed over the course of the school year, perhaps one to two modules per quarter. This allows for deep re ection, as well as putting into action the practices and ideas participants learn about.

• Understanding Educator E ectiveness in SDW Welcome to the School District of Waukesha's online learning module for Educator E ectiveness! As you prepare to enter the school year, we realize the balancing act that takes place immersing yourself in the culture of Waukesha while striving to meet local and state level expectations. Understanding Educator E ectiveness, and how this directly connects to our work in Waukesha, is imperative as we aim to have a successful school year with our students. This course has been developed with the central question of, "What do SDW teachers need to know day one to be successful in our schools?" Likewise, our goal is that this course serves as a learning platform for you both now and throughout the school year.

More is expected of teachers today than ever before. There may be times you feel you need SUPERHERO strength just to get through the day! As you prepare to launch into another school year, we would argue that a rm comprehension of Educator E ectiveness will be one of the strongest tools in your Superhero belt. We are passionate about the impact this system can make on improving instruction and maximizing the student experience.

We hope you enjoy this course, nd the learning practical, and feel motivated to make a Superhero di erence for your students.

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• SAMR 101 SAMR is the foundational language used in the School District of Waukesha to discuss the use of technology to support instruction. In this class, educators begin to explore and uncover the hidden depths of SAMR, and ultimately understand SAMR in a way that helps educators to meaningfully select and utilize technology. This experience is designed a role-playing game to allow you to explore the "SAMR Sea" without risking your own safety. The adventures and investigations on the island are for your professional growth, but you may also earn special traveler tokens and badges along the way. These tokens and badges are intended to serve as a reminder of the progress you have made in your understanding of SAMR and meaningful uses of technology. Enjoy your time in this self-paced, self-directed class as you further your understanding of how the SAMR model can support best instructional practices in integrating technology meaningfully!

COLLEGIAL STUDIES • Add+Vantage Math Recovery Danielson: 1a, 1b, 1e, 3d Add+VantageMR is a program that provides teachers with assessment tools to identify their students' current understandings of number concepts and then gives activities to help support data-driven instruction. You will learn about the numeracy continuum of learning in regards to the Learning Framework in Number. You will learn about assessments that can be administered to your neediest students to know exactly where they are in their numeracy development so you can make instructional decisions that will help to move the students along in their learning. Please note that you will need to administer assessments to a student.

Math Teachers/Special Education Teachers - Limited to 20 participants.

• Comprehension Focus Groups (CLM) Danielson: 1c, 1e, 3c, 3d Comprehension Focus Groups are an intervention in the Comprehension Intervention Model. Teachers will learn how to plan and facilitate CFG’s to support students who are reading below grade level. (Target Audience: Interventionists, special education teachers, and classroom teachers.)

• Culturally Responsive Classrooms This class will be an opportunity for participants to reconsider their classroom environment; examples and images will be created and shared. We will explore strategies for supporting all learners to become more culturally and socially responsive. The focus will be on: Features of Culturally Responsive Classrooms, Culturally Responsive Instructional Materials, and Culturally Responsive Content Delivery.

• Intro to Global Education This course is an 11 module, self-paced, online, but collaborative and proctored course. You will learn the foundations of Global Education and how to integrate the vision and standards of Global Education into any curriculum and learning experience K-12. Contact Deirdre Garcia if interested.

• Path to Schoolwide AVID strategies Danielson: 1d, 1e, 3c, 4e, 4a In this course, participants will gain an understanding of how college readiness can be supported in all subject areas.

Additionally, participants will learn about AVID methodologies and WICOR strategies, such as goal-setting, focused note-taking, organization, and time management. This strand will focus on incorporating these college-readiness skills into all classes, from the content areas to the elective, in both middle school and high school. Site team planning time will be used to develop a site plan that links AVID to each school’s theory of action and pushes AVID out schoolwide.

Next fall, teachers will implement strategies and invite the AVID district coordinator in for feedback and coaching.

• Practical Classroom Management Strategies Danielson: 2c, 2d, 3a This course o ers strategies in managing classroom, managing student behavior, and communicating with students.

• Math Essentials: Secondary Danielson: 1c,d,e,f 2a, 2c, 3c, 3d, 4a,b,d The goal of the course is to provide new secondary math teachers support and clarify expectations unique to the SDW math department. From exploring Blackboard course resources to grading practices in math, new teachers will leverage time to prepare for a successful rst year in the district. Class sessions will be tailored to teacher’s needs and adapt throughout the school year. The course will run from September to May at various/ exible times.

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• Dual Language Teaching for Bi-literacy: 4 Part Course for 3 credits Target Audience: REQUIRED Dual Language 4K-12th grade Teachers, open to coaches, Spanish World Language Teachers, and bilingual ESL teachers.

Required for Dual Language teachers, introduces new DL teachers to the instructional shifts of Dual Language Education, planning for oracy and language objectives. Serves as orientation to the Dual Language Program.

• Success with English Learners 1 (Google Classroom) Target Audience: Teachers, Support, Administration English Learners are the fastest growing population of students in the United States. In SDW there are at least 38 identied home languages other than English. It is probable that you will be asked to meet the linguistic, cultural and academic needs of these students in your quest that all students obtain college and career readiness. Feel ready to do this work, but wanting some practical strategies? This on-line, intro course supports educator’s e ectiveness with an underserved student demographic in our district. Get prepared to network, learn and improve your capacity to help students meet college and career readiness standards that are in part determined by excellent opportunities to learn.

• Dual Language Essentials (Google Classroom) An 11 module, self-paced, online but collaborative and proctored, 22+ hour class. This class can be taken for 2.0 or 3.0 credits.

• Advanced Topics for Bilingual Education Advanced Topics for Bilingual Education incorporates just in time learning for topics determined by the Multilingual Department. This collegial study may be run several times throughout the year as needed.

Evaluating Writing From a Multilingual Lens Dual Language Teachers learn how to evaluate writing through a multilingual lens by placing the writing side by side.

This session will inform assessment practices that o er opportunity for planning English and Spanish Language instruction.

• Topics in English Language Development in the Content Area Topics in English Language Development in the Content Area incorporates just in time learning for topics determined by the Multilingual Department. This collegial study may be run several times throughout the year as needed.

• FORT Training and Coaching FORT Preparation and coaching for in-service teachers preparing to take this exam. Speci c attention will be made to work with multilingual sta who are in their licensure program.

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DUAL LANGUAGE COLLEGIAL STUDIES

SUMMER INSTITUTE

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“ROLL-TIDE” OF PROFESSIONAL LEARNING School District of Waukesha 2022-2023 Date(s)

Description of Opportunity

Time

Location

6/13-6/14

SDW School SAIL Team Training (School Teams)

8:00 - 4:00 PM

Les Paul

July Ongoing

School teams may take the opportunity for site learning

Ongoing

School Sites

8/9, 8/10, & 8/11

All Administrator Learning

8:30 - 3:30 PM

Les Paul

8/18

SDW New Professional Staff Orientation

8:00 - 11:00 (Building Time)

School Sites

Orientation will kick off in school sites - Principals plan A.M. and provide lunch for new staff District Professional Learning • Mentoring Program & Onboarding for New Staff • Elementary Science & Secondary ACP 8/19

11:00 - 12:00 (Lunch - Provided) 12:30 - 3:30 PM (District Time)

SDW New Professional Staff Orientation 8:00 - 9:00 AM - Welcome Breakfast * Introduction of DIstrict Leadership Team * Superintendent Address * WEF Presentation * Community Building Activity 9:00 -11:30 AM - District Professional Learning: Department Time 12:30 - 3:30 PM - TBD * Additional PD time (AVID, EE, Blackboard, etc.)

Les Paul

Les Paul 8:00 - 11:30 AM (District Time)

11:30 - 12:30 PM (Self Lunch) 12:30 - 3:30 PM (District Time)

8/22

Teaching for Biliteracy - Dual Language New Teacher Orientation (D. Garcia)

8:30 - 4:00

Lindholm - 215

8/23

SAIL Launch/Professional Learning at school sites - 4 Hours (Staff Work Time = 3.5 Hours, Lunch = 30 minutes)

8:00 - 4:00

School Sites

8/24

Summer Institute: Professional Learning (District Dept. Time, Pathways)

8:00 - 4:00

West HS

8/25

Summer Institute: Professional Learning - 3.5 Hrs (District Dept.Time, Pathways) (Staff Work Time = 4.0 Hours, Lunch = 30 minutes)

8:00 - 4:00 PM

West HS School Sites

8/30

Staff report to assigned buildings. Principals are able to use up to 3.5 hours for organized professional learning and meetings. The remaining time is staff work time.

School Workday

School Sites

8/31

Staff report to assigned buildings. Staff work day.

School Workday

School Sites

10/26

Early Release Day/Staff Work Time: This day is staff driven/staff time only.

Early Release

School Sites

10/27

Site Professional Learning: Principals are able to use up to 4 hours for organized professional learning and meeting time. The remaining time is staff work time.

School Workday

School Sites

1/16

SDW Winter Institute/Professional Learning

8:00 - 4:00 PM

West HS

1/23

Site Professional Learning: Principals are able to use up to 2 hours of this day for organized professional learning and meeting time. The other 6 hours are staff work time.

School Workday

School Sites

2/16

Early Release Day/Staff Work Time: This day is staff driven/staff time only.

Early Release

School Sites

5/26

Early Release Day/Staff Work Time: This day is staff driven/staff time only.

Early Release

School Sites

6/9

Staff Work Day - All time is staff driven and staff work time only.

School Workday

School Sites

On-going

Each school site will develop a schedule for regular professional development.

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SAIL ACADEMY (SCHOOL ADMINISTRATORS INSTITUTE FOR LEADERSHIP)

The School District of Waukesha began to do the work of SAIL (School Administrator Institute for Transformational Leadership) in 2014-15 as district administrator and teacher leader teams participated in SAIL. Framed and supported by the district leadership team, each school’s focused work led to creation of their vision to support best literacy practices and to provide professional development around those practices.

In the summer of 2016, the work continued at yet a more intentional and broader level. During Waukesha SAIL, each school was represented by a teacher leadership team whose charge was to create a shared understanding and focus of the work that was speci c to their school. Through this process of developing deeper understanding and skill, the school is equipped to distribute leadership across the building more e ectively so that it can more readily impact students. School SAIL teams are supported by Directors of Teaching and Learning as well as Directors of Student Services to ensure sustainability of systems and processes and lead to signi cant student achievement gains.

Mission: To develop in our students the capacity and skills to be community, college, and career ready.

Vision: To be a 21st Century learning organization dedicated to equity, innovation, excellence and collaboration.

Strategic SAIL Goals: • Increase college, career, and community readiness.

• Increase coherence through a comprehensive system of behavior and academic support for all students.

• Increase the performance and engagement of all sta .

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CONTACT US

Executive Cabinet Darren Clark

Chief Information O cer: Business Services

dclark@waukesha.k12.wi.us

970-1042

Joe Koch

Deputy Superintendent of Student Services

jkoch@waukesha.k12.wi.us

970-1102

Jody Landish

Assistant Superintendent for Teaching & Learning

jlandish@waukesha.k12.wi.us

970-1067

Steve Schlomann

Chief Information O cer: Technology

sschloma@waukesha.k12.wi.us

970-1075

James Sebert

Superintendent of Schools

jsebert@waukesha.k12.wi.us

970-1012

Sharon Thiede

Assistant Superintendent of Human Resources

sthiede@waukesha.k12.wi.us

970-1031

Teaching & Learning Tiara Rogers

Director of K-12 Extended Learning & Educator Development

trogers@waukesha.k12.wi.us

970-1077

Rachel Hermann

Director of Secondary Learning: Gr. 6 - 12

rhermann@waukesha.k12.wi.us

970-1084

Melissa Yow

Director of Elementary Learning: Gr. 4K - 5

myow@waukesha.k12.wi.us

970-1051

Deirdre Garcia

Director of Multilingual Education

dmgarcia@waukesha.k12.wi.us

970-1018

Sara Orcholski

Administrative Assistant

orchols@waukesha.k12.wi.us

970-1086

Student Services Jason Gahan

Director of Secondary Special Education

jgahan@waukesha.k12.wi.us

970-1483

Patty Hovel

Director of Special Education

phovel@waukesha.k12.wi.us

970-1112

Amanda Mack

Director of Elementary Special Education

amack@waukesha.k12.wi.us

970-1113

Marc Lehnerer

Director of Student Services

mlehnerer@waukesha.k12.wi.us

970-1484

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